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HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Christopher Columbus 
Ferdinand Magellan 




-- •" 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



1 
2 
3 
4 

5 
6 

7 

8 
9 

10 

11 
12 
13 

14 

15 
16 



{ 



J Christopher Columbus. 
( Ferdinand Magellan. 

( Francis Drake. 
( John Smith. 

I The French in Canada. 

1 Henry Hudson in the New World. 

( Miles Standish. 
1 Roger Williams. 

r Peter Stuyvesant in New Amsterdam. 
I Exploration of the Mississippi. 

William Penn and the Quakers. 

LaSalle and his journey down the Mississippi. 

f The Charter Oak. 
( Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forge. 

5 The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 

f Israel Putnam. 
( Nathan Hale. 

Daniel Boone. 

I John Paul Jones. 
1 George Rogers Clark. 

( The Swamp Fox. 
( Thomas Jefferson. 

I Daniel Webster. 
( Abraham Lincoln. 

Ulysses Simpson Grant. 



CONTENTS 



oreworc 



Christopher Columbus at the Court of Spain 



Ferdinand Magellan 



WRITTEN BY Z' 

MISS GERTRUDE HAND 
DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 



£7rf 

■ 3 



Copyright 1914 
By The Palmer Company 



DEC 23 1314 

©C!.A3899t)4 
/Co / 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the success with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
dvance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
:er and the events which brought his career to worthy notice 
n history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Christopher Columbus at the Court 

of Spain. 



Scene I. — ^The Court of Spain. Queen Isabella 

seated on the throne. 
Characters. — Queen Isabella, Court Guard, 

Page, Christopher Columbus. 



Court Guard. — [As Christopher Columbus en- 
ters.] Who are you ? 

Columbus. — I am Christopher Columbus. 

Court Guard. — Whom do you wish to see? 

Columbus. — I wish to speak to Queen Isabella. 

Court Guard. — Follow me to Her Majesty's 
presence. 

[Enter presence of queen]. 
Both kneel in front of queen. 

Court Guard. — Your Majesty, this man wishes 
to speak to you. [Exit], 

Queen Isabella. — What is your errand ? 



Columbus [rising] — Your Majesty, I have come 
to ask a favor. I believe that the 
earth is round. If you will give 
me the money and vessels, I will 
go out across the Sea of Darkness 
and by sailing westward find a 
new^ route to the East Indies. I 
will do this for Spain. 

Queen Isabella. — I am very sorry, but we are 
in a war with the Moors and have 
no money to spare. 

Columbus [turning aside, speaks sadly]. 

No one seems to listen to my plans 
and I would do so much if some 
one would only give me help. 
[Exit.] 

Queen Isabella [thinks for a few minutes]. 

[Aloud] His plan was a good one! 
What a fine thing it would be for 
Spain. I have many fine jewels 
and perhaps if I pawned them I 
could get money enough to send 
him on the voyage. I will do it. 
Run, Diego, and tell Christopher 



Columbus that I have good news 
for him. 

[Diego, the page, hurries off to 
overtake Columbus]. 

Scene II — Columbus standing outside the pal- 
ace gate. 

Diego — Her Majesty commands you to return. 

She has good news for you. 

[Both hurry back to the throne 

room] . 

Scene III — Same as Scene I. 

Queen Isabella — I have decided to pawn my 
jewels and fit out some vessels for 
you to go on your journey. When 
the vessels are ready you may 
start. 

Columbus [joyfully] — Your Majesty, you will 
never regret it. I will do all I can 
for Spain. 



Ferdinand Magellan. 

Act I. — Magellan at Court of Spain. Throne 
Room. 

Characters — Ferdinand Magellan, King of 
Spain. 

[Enter Magellan.] 

Magellan — Your Majesty, I have come to you 
to ask your help in a plan which I 
know will bring great wealth to 
you. I have been a faithful sailor 
for many years for the King of 
Portugal and have been in the 
Indies for seven years. I know^ 
what wealth one can get by buy- 
ing spices from the natives. I 
have a friend over in the Moluccas 
and he writes to me and tells me 
of the great wealth of the Islands. 

King — What can I do for you ? 

Magellan — If you will give me ships and brave 
sailors, I will go across the Atlantic 
Ocean, follow^ the land to the 



southward, and I am sure I can 
find some opening into the China 
Sea. If I am successful I will 
bring back from the Moluccas 
such w^ealth as you have never 
had brought to you. 

King — My good man, you talk as one who 
w^ould carry out his plan no matter 
how great the danger. Your words 
tell of courage. 1 w^ill risk ships 
and provisions at your request and 
trust you will bring back the w^ealth 
you promise. I will give you pro- 
visions enough to last tw^o years. 
Is there anything you would sug- 
gest? 

Magellan — Your Majesty, I know how fond 
the natives are of glass beads and 
trinkets. Give me plenty of them 
so that I may get great supplies of 
spices. 

King — In two months everything will be 
ready. Until then tell no one of 
our plans. 



Act II. — Magellan's Fleet on the Atlantic 
Ocean. 

Characters — Magellan — Captains — Sailors. 

Magellan — [Watching out for any sign of an 
opening.] 

Captain — How much longer are we to be 
kept here by your folly ? It is 
w^eeks since w^e have left home 
and still there is no sign of an 
opening. It grows colder and 
colder. You have shortened our 
rations. We are tired of your 
service. What are you going to 
do? 

Magellan — Over there is a sheltered bay. We 
will w^ait there till spring and then 
proceed on our way. 

Captain — I will tell the sailors, but I am sure 
it w^ill have little effect on their 
resolutions. They are determined 
to go back. 

Act III. — Ships at anchor in a small sheltered 
bay. 

Characters — Magellan — Captains — Sailors. 

Sailors grumbling. 



Captain [to Magellan] — 1 bring you word from 
your sailors. They wish to start 
for home. 

Magellan — I will go down and speak to them. 
You cowards seem to enjoy mak- 
ing them rebellious. [To sailors]. 
What is your trouble, my good 
men ? 

Sailor — We have trouble enough. Where is 
the strait about which you are rav- 
ing? There is no strait. This 
land stretches from pole to pole. 
Our lives are worth more to us 
than all the wealth you may gain 
for our King. Let us turn toward 
home. 

Magellan — You left home as brave sailors. 
Almost before the last nail was in 
place, you were eager to start. Do 
cold and ice smother the courage 
of Spaniards^ Will you go back 
and say to your King, '* We were 
cold, and so we came home.*' I 
thought Spaniards were brave. 
I am a Portuguese and would rath- 



er die than turn back. Come, my 
men, do not listen to these cow- 
ardly Captains, but act your parts 
as brave Spaniards of whom your 
King may be proud. 

Sailors— We will be brave. Spaniards are 
brave, as we will show you. 

Act IV — An opening found. 

Men on Magellan's vessel are disheartened 
because no sign of vessels sent to 
explore opening has been seen for 
several days. 

1 St Sailor [Gazing out over water]— The ships 
are surely wrecked. No vessels 
could survive that fierce storm. 

2nd Sailor— Look ! Look ! What is that com- 
ing around the point? That is 
surely a ship. 

Both watch anxiously. 

Sailors— Hurrah ! Let us hope they have 
good news. Let us salute them. 

Magellan — Fire the guns ! 

As ships came nearer]. 
Shouting] What have you found? 
Is it a bay? 



Captains [on other boats.] — It is no bay, but a 
deep channel. 

Magellan — I knew there mnst be some way to 
get through. I hope this is surely 
a passageway. Shall we go on, 
my men ? 

1 St Captain — No, let us turn back. We shall 
starve if we go on. Perhaps there 
might be a storm, and then we 
would all be killed. Now that we 
have found the strait, let us go 
home and then come some other 
time and go through the strait. 

Magellan [to sailors] — .What do you say to 
that plan, my men? 

Sailors — Hurrah ! Let us go on, now that we 
know the way. We are anxious 
to trade with the natives of the 
Moluccas and get some spices and 
then we will sell them and be 
wealthy. 

Magellan — I am glad to hear you talk as 
brave Spaniards should talk. We 
will go on and find the Moluccas. 
We will bring back to the King 



the wealth we promised him even 
if we have to eat the leather on 
the ships* yards. May God help 
us on our w^ay ! 

Act V. — The Throne Room of Spain. 

Characters — King, Court Messenger, Captains 
from Vessels, Sailors. 

Messenger — Outside the castle gates are some 
men who say they bring good news 
to you. Some say they came 
from some ships anchored in the 
harbor of Palos. They refuse to 
talk, but ask to speak to you. 

King — Bring them hither. Perhaps they bring 
news of Magellan's fleet. 
[Enter Captains, etc]. 

King — What good news have you for me, my 
men? 

Captain — Alas, some is good and some is bad. 
We come from Magellan's fleet. 

King — What tidings have you from the great 
Admiral ? 

Captain — That is the sad part of the news. 
After we found our way into the 
great ocean, we had many hard- 



ships, because we had almost 
nothing to eat. Had it not been 
for some kind savages we found 
on an island we might have 
starved. They gave us oranges, 
cocoanuts and figs a foot long. 
They call these bananas. 

2nd Capt. — While we were at one of these 
islands, Magellan tried to help one 
savage tribe against another, and 
despite all our entreaties, he land- 
ed on the island and tried to fight 
them. They proved too much for 
him and he was killed. We tried 
our best to get his body, but they 
w^ould not give it up. 

3rd Capt. — Then we went on to the islands 
of the Moluccas. We found very 
tall men on these islands. They 
w^ere very friendly and w^e had no 
trouble in trading with them. Our 
vessels are loaded with rich spices 
and perfumes, and w^e await your 
Majesty's pleasure to accept the 
riches the brave Magellan prom- 
ised you. 



I ' II i l i m il I r II ■ illr I rlf ii l ii i t n l J lil 1 1 i l r l 1 ^t^.tltidtttiitiimUmmm]i ' U i iiliJ f II 1 1 ^ 

Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A ftuccessful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 
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Every teacher of history sbonld examine this series of Outlines. They 
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tion papers. 

Substantially bonnd in boards, clotb back, 35 cents each, postpaid, 
except the English History which is 4ft cents. 



THE PALMER COMPANY 

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THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Francis Drake 
John Smith 



I 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 



1 
2 
3 

4 



7 



11 



.1? 



j Christopher Columbus. 
( Ferdinand Magellan. 

I Francis Drake. 
( John Smith. 

f The French in Canada. 

1 Henry Hudson in the New World. 

f Miles Standish. 
1 Roger Williams. 



e f Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

Q ( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

I The Charter Oak. 
1 Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 

jQ j The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 



Israel Putnam. 
Nathan Hale. 

Daniel Boone. 



13 I '^^'^^ ^^"^ Jones. 

( George Rogers Clark. 

J . f The Swamp Fox. 
( Thomas Jefferson. 

jc f Daniel Webster. 
( Abraham Lincoln. 

16 Ulysses Simpson Grant. 



CONTENTS 



Foreword 



Francis Drake 



John Smith in Virginia 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 






.3 



Copyright 1914 
By The Palmer Company 



fo.fO 

DEC 23 1314 






FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
s confused v^th another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Francis Drake. 



Characters — Queen Elizabeth, Francis Drake, 
Court Guard, Page, Attendants, 
Messenger, Sailors. 

Act I — Francis Drake at home — Telling sailors 
of his journeys. 

Sailor — It seems a pleasure to meet you and 
hear you tell of your adventures. 
Where have you been since v^e 

j had our last chat? 

Drake — As usual, I have been doing my best 
to plunder Spanish vessels. You 
remember how they served me 
once. It v\ras when I first went to 
sea. I was returning from Africa, 
having captured some slaves which 
w^e sold at some Spanish settle- 
ments in Mexico. After we sold 
the slaves we started off our ves- 



sels loaded with pearls and gold. 
It was not many days before a 
great storm came up and w^e were 
obliged to put into the Spanish 
port of Vera Cruz for safety. Just 
as we had to repair our vessels 
and had been promised safety, the 
Spanish vessels in the harbor at- 
tacked us and w^e barely escaped 
w^ith our lives. Our gold and 
pearls w^ent to the bottom of the 
Gulf of Mexico. I made up my 
mind that I would cause Spain to 
regret that cow^ardly act some day. 

Sailor — Perhaps you may have the chance. 

Drake — If Queen Elizabeth would only give 
me help, I might go on some ex- 
ploring expeditions. I long to sail 
an English vessel on the Great 
South Sea which the Indians 
show^ed me. But, alas! I have 
no chance to carry out my plans. 

[Enter Queen's Messenger]. Gives message 
to Drake. 



Messenger — Her Majesty, the Queen, com 
mands your presence at court. 
[Exit Messenger]. 

Drake — A command from the Queen ! What 
can it mean ? Does it mean good 
luck or misfortune for me ? FU 
have to go at once, no matter 
what it means. 

Sailor — Good luck to you, Captain. 

Act II. — English Court — Queen Elizabeth seat- 
ed on the throne. 

Scene I — In the Corridor. 

Court Guard — [As Francis Drake enters]. 
Who are you? 

Drake — I am Francis Drake. Her Majesty 
sent for me. 

Guard — Follow, and enter the presence of 
Her Majesty. 

Scene II — The Throne Room. 

Queen [as Drake kneels at foot of throne]. — 
Are you Francis Drake? 

Drake — Yes, Your Majesty, I am Francis 
Drake. 



Queen — Arise, my good man ! Now tell me 
what you have been doing in my 
kingdom. 

Drake — I have been sailing far out over the 
ocean capturing Spanish vessels 
and getting all the treasure I could 
for England. 

Queen — Would you like to go on a voyage for 
me? 

Drake — Yes, Your Majesty, I would be very 
glad to go. If you will give me 
the money and vessels, I think I 
can do what Ferdinand Magellan 
did. I would sail across the At- 
lantic Ocean and down the coast 
of South America. Then 1 would 
sail through the strait named after 
Magellan and out into the Pacific 
Ocean. There are Spanish vessels 
loaded with treasure out in the 
ocean. They go from Peru to 
Mexico carrying treasure. I would 
like to capture those vessels and 
get the treasure for you. 



Queen — You may carry out your plan. I 
will fit out five vessels for you, 
and you may start on your voyage. 

Act III — On board the " Golden Hind.** 

Drake — At last I have done what I longed to 
do. 1 have sailed into the great 
South Sea. I am the first English- 
man to go so far south. 

Sailor — Look ! Look ! Do you see those sails 
in the distance? 

Drake — ^What can they be? Perhaps they 
belong to a Spanish vessel. I hope 
it is a Spanish vessel. I long to 
meet one loaded w^ith treasure. 

Sailor — Look ! It floats a Spanish flag. 

Drake — Sail on quickly and we will see what 
treasure it contains. 

Act IV — On board Golden Hind — Returning 
to England. 

Drake — We will soon reach our native shores 
and claim the honor of sailing 
around the world. The Queen 



will be proud of us and of the ^ 
treasure we have brought. 

Sailor — We will have many adventures to re- 
late and perhaps the Spaniards 
will find out that England too can 
claim some rights upon the sea. 

Drake — Spanish vessels plundered our vessels 
for many years, but now we have 
our turn. 

Sailor — Hurrah ! At last we have reached our 
native land. Three cheers for 
England, the Queen and Francis 
Drake ! 

Act V — On board Golden Hind — England. 

Sailors — Three cheers for Queen Elizabeth 
and England. 

Drake — Welcome to our vessel, Your Majesty. 

Queen — I have come to show honor to one 
who has worked for England and 
England*s Queen. What have 
you done for me since I saw^ you? 

Drake — I have been around the world. I went 
through the strait of Magellan out 



into the Pacific Ocean. My vessel 
is loaded with treasure captured 
from Spanish vessels which were 
out in the Pacific Ocean. May it 
please your Majesty to accept these 
treasures. 1 have also laid claim 
to the Pacific coast of the new 
world. 

Queen — Kneel, brave captain, and accept this 
honor from your Queen. [Drake 
kneels.] You are hereby pro- 
claimed a knight of my kingdom, 
and may you always strive to in- 
crease the glory of England. Rise, 
brave knight — Sir Francis Drake. 



■V 



John Smith in Virginia. 



Act I — Among the Indians. 

Characters — John Smith — Powhatan — Poca- 
hontas — Indians. 

Powhatan — Where is our prisoner, the great 
white chief ? He has tricked us 
long enough. Our lands are going 
from us. Our fathers' hunting 
grounds are taken by them. This 
cannot be any longer. We will 
kill him. His followers in the 
colony are weak. After he is dead 
it w^ill be easy to kill them. Then 
we will be rid of them and once 
more there will be peace in our 
land. 

[To Indian.] Bring him hither and 
we will kill him. 



Indian — Here is the prisoner. 

Powhatan — Place his head upon the block, 
and you, my brave, may strike the 
blow. 

[Just as the Indian is about to strike the blow, 
and the tomahaw^k is raised above 
Smith's head, Pocahontas, a 
young daughter of Powhatan's, 
rushes in and places her head on 
the block beside the prisoner]. 

Powhatan [in alarm] — Oh ! my daughter, 
come to me! Come quickly, be- 
fore the tomahawk falls. 

Pocahontas — No, father, I w^ill not come until 
you promise to spare this man's 
life. 

Powhatan — What shall I do ? I cannot kill 
my daughter. Very well, set the 
prisoner free. 

John Smith [after being released] — Thank you, 
kind Indian maiden. Some day 
John Smith may be able to reward 
you. 



Act II — Colony at Jamestown. 

Characters — Lazy settlers — ^John Smith. 

John Smith — This has gone on long enough. 
You must work. Last winter, I 
got corn from the Indians for you, 
but this winter you must look out 
for yourself. 

Settler — ^We cannot work any harder. England 
has put us here in this wilderness, 
so let England feed us. 

Smith — England cannot help you unless you 
help yourself. Go to work at once. 
If you do not work, you cannot eat. 



Something New in Geography Teaching 

Pupils' Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leaf form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

i; The OUTFIT furnished for each pupil will be ; 

I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

t Bach pupil's Geography when completed by himself will consist of the 
following: I. The Outlines; 2. flap (colored); 3. The Pupil's 
Own Dap; 4. Answers to the Questions in Outline; 5. Interesting 
Pacts About the Outline Topics; 6 Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

t The different School Geoj^raphies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them is confusing to both teacher and pupil. An earnest effort has 
been made In these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

T These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, 1 5 cents 
Writing Paper, " " " " .... " " " 1 5 cents 

Loose.Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Ill .■ |„iM>»_Ml,M»««»lfa 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this series of Outlines. They 
are particularly valuable for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bonnd in boards, cloth back, 36 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stones for Children 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 



Aladdin and His Lamp 
Pilgrim's Progress 
Stories from Chaucer 
Ttie Lady of the Lake 
Travels of Baron Munchausen 



Aesop's Fables 
Hawthorne's Wonder Tales 
King Arthur and His Knights 
Little Snow-White and other 
Grimm's Fairy Tales 



Gulliver's Travels in Lilliput 

Attractively bound in decorated covers^ 14 cents, postpaid. 

For supplementary reading in the grades^ and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



The French in Canada 
Henry Hudson in the New World 



COMPLETE LIST OF HISTORICAL STORIES 


1 


,'RITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 


j Christopher Columbus. 
( Ferdinand Magellan. 


2 


j Francis Drake. 
(John Smith. 


3 


f The French in Canada. 

1 Henry Hudson in the New World. 


4 


( Miles Standish. 
1 Roger Williams. 


5 


f Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 


6 


j William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 


7 


J The Charter Oak. 
( Patrick Henry. 


8 


George Washington. 


9 


Washington, the Commander, at Valley Forge. 


10 


j The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 


11 


( Israel Putnam. 
1 Nathan Hale. 


>'<ls2 


Daniel Boone. 


13 


1 John Paul Jones. 
( George Rogers Clark. 


14 


( The Swamp Fox. 
( Thomas Jefferson. 


15 


f Daniel Webster. 
1 Abraham Lincoln. 


16 


Ulysses Simpson Grant. 



CONTENTS 



Foreword 

The French in Canada 

Henry Hudson in the New World 



WRITTEN BY 

MISS GERTRUDE HAND 

DAN BURY, CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Bo*ton, Mas*. 



IZ. I I i> 

^ .5 
'HI I' 



Copyright 1914 
By The Palmer Company 



•.."• 



OEC 23 13i4 
o. r o 

©CI.A389971 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



The French in Canada. 



Characters — Samuel Champlain, Indians, 
Jesuits. 

Act I — Settlement of Quebec. Characters as- 
sembled in Champlain's home. 
Time — Winter Evening. 

Champlain — How strange everything seems 
over here in the new^ vsrorld. One 
would never think after being 
accustomed to a life of luxury in 
France, that w^e could bear the 
sufferings we now endure. 

Jesuit — One does not think of suffering. As 
we go around among the Indians, 
their suffering seems so much 
greater than ours that we long 
only to help them. I can hardly 
wait for Spring to come that 1 may 
go once more and teach them the 
true faith. 



Champlain — Your associates are brave. Noth- 
ing turns them from their purpose. 
Some day France may speak with 
pride of what they have done. 

[Enter some Algonquin Indians.] 

Champlain — This is a cold night for you to be 
wandering around. What brings 
you here? 

Indian Chief — Oh! Great White Chief, help 
us. We are almost starving. Our 
w^omen and children beg for food 
and our braves have none to give 
them. The streams are frozen. 
We can get no fish. There is 
hardly an animal in the forest. 
There is nothing left for us but to 
die. But you are kind, Great 
White Chief. Help us now, and 
in the spring we w^ill plant corn 
and work for you. We were kind 
to you when first you came here 
to live. We were the ones who 
showed you this high rock upon 
which to build. 



Champlain — Sit down by the fire, and I will 
have my men get ready for you as 
much as we can spare. We have 
many sick people, too, but you 
shall not starve if I can help you. 

Indians [after being supplied with food] — In 
the spring we will return. We 
must fight with our enemy, the 
Iroquois. They have always de- 
feated us, but perhaps you will 
help us this time. Come with us 
and bring your fire-sticks and we 
will surely defeat the enemy. 

Champlain — If you promise to show me the 
country to the southward, I will 
help you in your battle. 

Indians — We will be ready as soon as the 
streams are thawed enough to float 
a canoe. 

Act II — Settlement at Quebec — Spring. 

Characters — Champlain — Algonquin Indians. 

Indian — We have come to keep our promise. 
We are ready to show you the 
land to the southward if you will 



help us against our enemy, the 
Iroquois. 

Champlain — We are ready. The morning 
will find us on our way. The 
Iroquois will soon be defeated 
when we use our fire-sticks. 

Indian — We will show you many strange 
things if you follow us. The 
woods are full of wild animals and 
we will have plenty to eat. 

Act III — Discovery of Lake Champlain. 

Champlain — How much further must we 
travel before we find your enemy ? 

Indian — I saw signs of camp fires in the dis- 
tance last night. They seemed to 
come nearer. Perhaps they have 
found out that we are coming. 

Champlain [an hour later] — How much wider 
this stream grows. I wonder what 
the end of it will be. Look 
through the bushes there ! It seems 
to me that I can see a large body 
of water in the distance. Paddle 



^1. . I . - g TBir^^e^p^^y 



faster. I am anxious to find out 

what it is that I see. 
Indian — It is a body of water. 
Champlain — What can this large body of 

water be ? We will claim it for 

France. What shall we name it? 

Frenchmen — You are our leader, and as you 
were the first one to see it, we 
should call it after you. 

Champlain — I now proclaim this grand body 
of w^ater " Lake Champlain,'* and 
claim it for France. Sail on, my 
men, and we will soon meet the 
Iroquois Indians. 

Act IV — Settlement of Quebec. 
Time — Sixty-five years later. 
Characters — Several Frenchmen in Governor's 
home. 

Governor — It is just sixty-five years since the 
brave Champlain founded our 
strong fortification at Quebec. 
Had it not been for the mistake he 
made, France might be still more 
powerful in the New^ World. 



Frenchman — What mistake did he make? 

Governor — He helped the Algonquin Indians 
against their enemy, the Iroquois. 
The Iroquois were defeated be- 
cause Champlain used his firearms. 
Ever since then the Iroquois and 
their friends of the " Five Na- 
tions '* have hated the French and 
tried their best to hinder them in 
exploring. 

Frenchman — In spite of this difficulty, Father 
Marquette, Joliet and five other 
Frenchmen reached the waters of 
the Mississippi River and sailed as 
far as another large river flowing 
into it. 

Governor — The brave missionaries suffered 
much so that they might bring 
faith to the poor savages. 

2nd Frenchman — It seems as if France might 
some day claim this mighty river. 
Perhaps there will be some brave 
Frenchman who will try to reach 
its mouth and claim all the land 
that it drains. Then France would 



indeed be powerful in the new 
world. 

3rd Frenchman — There is a daring French- 
man living among us. His name 
is La Salle. I have talked with 
him many times. 

Governor — He is a brave and daring young 
man and I hope he w^ill do some- 
thing for the glory of France. 

4th Frenchman — He is getting a ship ready to 
sail on Lake Erie. He is building 
it the other side of the great falls 
so that he can go on without delay. 

Governor — We shall soon see whether he is 
successful or not. 



Henry Hudson in the New World. 



Act I — Holland. 

Characters — Members of Dutch East India 
Company — Henry Hudson. 

1 st Member — I have invited this man to meet 
us to-day. He has some plans 
that I am sure w^ill prove of inter- 
est to us. You may speak to the 
other members of the company. 

Hudson — Kind gentlemen, I hope my ideas 
will be of some use to you. Not 
long ago I heard a friend speaking 
about the new w^orld. He had 
received a letter from John Smith 
telling of the search for a passage 
through the continent. As yet no 
one has been able to find a pas- 
sage way. I have looked at dif- 
ferent maps made by explorers 



and I am confident I could find an 
opening if a vessel were given to 
me. I had no opportunity while 
in England, so I have come to 
offer my services to you. Give 
me the necessary help and I will 
establish a foothold in America 
for the Dutch. 

2nd Member — I, too, have often longed to see 
the Dutch holding territory in the 
New World. We will consider 
your plans, and if nothing inter- 
feres, you may soon be sailing over 
the seas for Holland. 

Hudson — I will be ready to start at a moment's 
notice, and trust your plans will be 
in my favor. 

Act 11 — Sailing up the Hudson River. 
Characters — HenryHudson — Sailors — Indians. 
Hudson — We are no longer in the vast ocean. 

This water is fresh. I am sure this 

is an opening. 

Sailor — This must be a river. Look over there 



among the trees ! Are those peo- 
ple moving about? 

Hudson — Perhaps they are Indians. Let us 
land and talk to them. 

[On land. Indians ran at first, but were per- 
suaded to return.] 

Indian — See! What is that coming up the 
river? We have never seen any- 
thing like it before. Surely the 
Great Spirit has come to visit us. 

Chief — Perhaps they are wicked white men 
come to kill us. We had better 
go away into the woods. 

2nd Chief — We will not run away. The Great 
Spirit would be angry. Look ! 
He is coming now in a small boat 
and is beckoning to us to come. 

[Hudson and men go on shore.] 

Indians [bowing to ground] . Welcome to our 
land, Great Spirit. 

Hudson — They imagine I am some spirit that 
they w^orship. [To comrades]. I 
will ask them w^here the opening 
is. [To Indians.] The Great Spirit 



is looking for a way to go through 
the land. Can you lead him to 
the opening ? 

Indians — There is no opening here. This 
river ends up there among the 
hills. We cannot help you to find 
an opening, but we will be glad to 
have you live among us. 

Hudson — We will return soon and live among 
you. [To comrades.] I hereby 
lay claim to this land as territory 
belonging to Holland. Since this 
can be no opening, we will sail 
out into the ocean again and begin 
a search for the opening. 

Sailor — We will call this river the Hudson 
River in your honor. 

Act III — Hudson Bay Discovered. 

Hudson — Because I am ill, do you cowards 
begin to think of turning back? I 
will try to find that opening if it 
takes the last bit of strength I 
have. Go to your places, you 
cowards, and sail on. 



Captain — You will force us no longer. We 
are not going to die here among 
the icebergs. You may search 
for the opening, but we are going 
back. Turn back now, or we will 
place you in a boat by yourself. 

Hudson — I will never turn back. Do what 
you will, but I w^ill remain here. 

Sailors [after setting Hudson adrift in a row- 
boat with a few sick companions], 
— Now we are rid of that tyrant. 
When we reach Holland we will 
say that he died. No one can 
blame us. He w^ill probably be 
dead before morning. Our lives 
are valuable to us, and perhaps 
w^hen it is better w^eather w^e can 
come back and find the opening. 



wrmmmmmmmm 



KIi I iifiu'i If <i Itilit Ml \ii ^mit^Umdm r 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen : 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to s^ay that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of biBtory should examine this serietof Outlines. They 
are particularly valuable for class work, in reviewing aud for ready ref- 
erence. Teachers will hud them helpful In the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



0>itmm<Mw ^ ith m i»ai0*M»i t m t i iL»mmM U t t ,»im,m^mii v »m^iimMMammia»mtii^tmdaim»^mmmi* m» immmit n \i\am - »mtmi»Mm\ 



Great Stories for Gliildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. * 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 



Aesop's Fabler 
Hawtliorne's Wonder Tales 
King Arthur and His Knights 
Little Snow- White and other 



G 



rimm s Dairy 



Tal 



es 



Aladdin and His Lamp 

Pilgrim's Progress 

Stories from Chancer 

The Lady of the Lake 

Travels of Baron Munchausen 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 1 4 cents, postpaid. 

For supplementary reading in the grades, and home use, thesp 
i stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 



120 Boylston Street, 



Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Miles Standish 
Roger Williams 



m^^H^m^m^ 



tiaa 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



1 
2 
3 
4 

5 
6 

7 

8 
9 

10 

11 
12 
13 

14 

15 
16 



j Christopher Columbus. 
( Ferdinand Magellan. 

( Francis Drake. 
(John Smith. 

f The French in Canada. 

1 Henry Hudson in the New World. 

I Miles Standish. 
1 Roger Williams. 

f Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

5 William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

I The Charter Oak. 
1 Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forge. 

j The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 

j Israel Putnam. 
( Nathan Hale. 

Daniel Boone. 

I John Paul Jones. 
(cG^rge Rogers Clark. 

fThfe Swamp Fox. 
( Thomas Jefferson. 

f Daniel Webster. 
1 Abraham Lincoln. 

Ulysses Simpson Grant. 



5 

CONTENTS 



Foreword 



Miles Standish 



Roger Williams 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boyltton Street 

Boston, Mast. 



1 1 71 
'Hz 3 



Copyright 1914 
By The Palmer G>mpany 



Jr 



DEC 23 1914 

CI.A389963 



2u) 



/ 



m 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar wdth the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She v^shes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my ovv^n personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression thcin 
to have the children speak as the characters spoke. 



Miles Standish. 



Act I — Miles Standish*s Home. 

Characters — Miles Standish, William Bradford, 
Elder Brewster. 

William Bradford — Captain Standish, we have 
come to ask you to give us some 
help. Seven more people have 
been taken sick. We need your 
help in many ways. 

Capt. Standish — It shall never be said that 
Miles Standish could not help his 
friends in a time of need. Any- 
thing 1 can do will be done wil- 
lingly. It seems that our lot has 
been hard indeed. When will our 
sickness end? Just before you 
came I was thinking of my poor 
wife. Rose. Things looked so dis- 



couraging as I thought of her un- 
marked grave. More than half 
of our number rest near her. But 
— here I am complaining and plen- 
ty of work to be done. While 
there is work to be done, I can 
forget my troubles. 

Elder Brewster — Sooner or later all our trou- 
bles will end. We came here to 
have homes, and we w^ill never 
stop until we have homes. 

Bradford — The Indians do not trouble us. For 
that we will have to be thankful. 

Standish — Our cannon has frightened them, 
and if my army of twelve remains 
w^ell and strong, all will be vs^ell 
with us. 

Act II — Visit of Samoset in the Spring. 

Characters — Miles Standish, Samoset, Squanto, 
Massasoit, Pilgrims. 

Miles Standish — Here comes an Indian. He 
is not armed and seems to come 
on a peaceable errand. [To In- 
dian] What brings you here? 



Sanioset — Welcome, Englishmen, to our land. 
Another Indian is coming. His 
name is Squanto. At one time he 
lived here in your place, but all 
his tribe have died. He would 
like to live here among you. See ! 
here he comes nov^. 

Squanto — Here is Squanto, the poor Indian, 
alone, without any home. All our 
braves and squaws have gone to 
the Great Spirit. A terrible sick- 
ness came upon us. Let me live 
with you in peace, and I will help 
you. 

Pilgrim [to Miles Standish]. Why not let him 
remain. Our men are weak. He 
can help w^ith the work. 

Standish — What will you do for us, Squanto? 

Squanto — I will hunt, fish, and plant corn for 
you. Then you may live and be 
happy, as my fathers were when 
they dwelt near these shores. 

Standish — You may live with us as long as you 
are faithful and true to your w^hite 
friends. 



Squanto — Squanto will work for you and be 
true to you. He will be a brother 
to you. 

Act III — One week later. Scene same as 
Act 11. 

Squanto — Oh ! White Chief, Samoset is on his 
w^ay to your home. He brings 
with him our noble chief Massa- 
soit, who is anxious to make 
friends with you. 

Standish — Tell my men to get ready and we 
will march out to meet them. [Af- 
ter meeting them, Miles Standish 
and company escort them to one 
of the houses.] 

Standish [to Indian Chief] — Welcome to our 
homes. Here is our governor. 

Governor [kissing Massasoit*s hand] — I am 
glad to greet you in our settlement 
and hope that w^e will all become 
friends and live in peace and hap- 
piness. 

Massasoit — Massasoit brings you greetings of 
peace from his braves. He prom- 



ises in their names that they will 
live in peace with the white men 
and be their friends for all time. 
Governor — Here are two skins and a copper 
necklace which you may bring 
back with you as gifts from your 
new w^hite friends. 

Act IV — A Pilgrim fireside — Several years 
later. 

Characters — ^John Alden — some Pilgrim chil- 
dren. 

Pilgrim Child — Won't you tell us a story? 
We like to hear about the Indians 
and Miles Standish. 

John Alden — I will tell you a story of the Pil- 
grims and Canonicus, an Indian 
chief, King of the Narragansetts. 
When Canonicus heard that we 
had made friends with Massasoit 
and his tribe, he was very angry. 
He sent one of his Indians into 
our village with a rattlesnake skin. 
This skin w^as filled with arrows. 

Pilgrim Child — Why did he do that? 



John Alden — That meant war. The Indians 
were ready to fight. When the 
Governor received the arrows, he 
said, "If he will have war, let 
him.*' He filled the skin with pow- 
der and bullets and sent it back to 
Canonicus. He told the messenger 
to say, *' We do not wish to fight, 
but if he does, we are ready for 
him.'* 

Pilgrim Child — Did the Indians fight? 

John Alden — They were very much frightened 
when they received the snakeskin 
full of powder. They feared us 
more than ever and let us live in 
peace. They were always afraid 
of our *' Little Captain,** as they 
called Capt. Miles Standish. 



Roger Williams. 



Act I — Trial of Roger Williams. 

Characters — Roger Williams, Puritan Judge, 
Several Puritan Leaders. 

Judge — We have heard several remarks made 
by you which seem to indicate 
that you do not agree w^ith our 
way of thinking. We are now 
giving you the opportunity to 
speak for yourself. What have 
you been saying ? 

Roger Williams — Since coming to your settle- 
ment I have made friends with the 
Indians and learned many of their 
customs. I do not believe they 
have been treated fairly by the 
sovereigns of Europe. No King 
has the right to give Eiway by 



charter any land that never be- 
longed to him. This land be- 
longed to the Indians, and they 
should be paid for it. 

Judge — Do you realize that your ideas are 
against the well being of this col- 
ony ? Will you promise to remain 
silent hereafter? 

Roger Williams — I still insist that the Indians 
have been treated unjustly. I will 
do all I can for them. 

Judge — Then you must leave this colony. We 
w^ill give you a few days to pre- 
pare. A man of your strong ideas 
would cause ruin in our colony. 

Roger Williams — You came here from Eng- 
land that you might have liberty. 
Now you refuse liberty to me. 
Very well, I shall go. Somewhere 
I will have a home, and there every 
one shall be w^elcome. 

Act II — Massasoit's home, Mt. Hope, on a 
winter's day. 

Characters — Massasoit, Roger Williams, In- 
dians. 



Indian — We found this man almost dead. He 
asked us to bring him to food and 
shelter. 

Massasoit — You are my old friend Roger 
Williams. What brings you here 
in this terrible weather? You 
look nearly starved. 

Roger Williams — I have been driven from the 
Puritan settlement because I dif- 
fered in opinion with them. The 
only way left for me was to start 
out and find a new home for my- 
self and family. If I succeed, I 
will go back and get my wife and 
children to come with me. 

Massasoit — You can do nothing during such 
weather as this, but wait until 
spring and we will give you some 
land for a settlement. Here in my 
wigwam you may remain for the 
winter. Then we will help you 
travel on. 

Roger Williams — Thank you, kind friend. 
Some time I may be able to re- 
ward you. 



Act III — Settlement of Providence — Spring 
time. 

Characters — Roger Williams, five friends, In- 
dian guides. 

Indian Guide — Here is a good spring of w^ater. 
No better place could be found for 
your settlement. Here you can 
live in peace. 

Roger Williams — This seems to be a suitable 
place for a settlement. We will 
begin erecting homes as soon as 
possible. But first, let us remem- 
ber the one who has guided us by 
his watchful care. We will call 
our settlement Providence, in honor 
of God's care for us. May he 
continue to watch over and guide 
us to prosperity and happiness in 
our new home. 

Companion — Are you going to allow Puritans 
from Massachusetts to come here ? 

Roger Williams — ^This colony shall be a home 
for all. Every one w^ill be w^el- 
come, no matter w^hat his religious 
beliefs may be. 



Something New in Geography Teaching 

Pupils^ Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leaf form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

TI The OUTFIT furnished for each pupil will be : 

I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

I Each pupil's Geography when completed by himself will consist of the 

following: ). The Outlines; 2. Hap (colored); 3. The Pupil's 
Own flap; 4. Answers to the Questions in Outline; 5. Interesting 
Facts About the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

II The different School Geoj^raphies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them is confusing to both teacher and pupil. Aa earnest effort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

H These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in i;se. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored riap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, 1 5 cents 
Writing Paper, " "• *' " .... " " " 1 5 cents 

Loose-Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Two Excellent Books for the Grades 
Right -at- Hand Stories 

FOR DICTATION AND REPRODUCTION 
By ROSA L. SAWIN and FRANK H. PALMER 



A choice collection of short stories and interesting anec- 
dotes for teachers to read or tell to the class. Adapted 
to children of grammar school age. Excellent for pa- 
rents to use as "bed-time stories." 

Great care has been taken to select stories with a good, 
healthful, moral tone. The English, the paragraphing and 
the punctuation have been made as nearly perfect as possible. 
The book will meet a want often felt in the sohoolroom and 
in the home. 
Cloth, 210 pages, $0.50, postage 10.08. 



Nature Study in the Poets 

A Choice Collection of Memory Verses Arranged for School Use 
by Mary Roenah Thomas, Teacher in the Hancock School, Boston. 

TO store up in the memory choice passages of literature, 
whence they may be drawn for one's own satisfaction 
and the good of one's friends, is an important part of 
a true culture. 

The teacher who sees to it that her classes of boys or girls 
commit to memory, first and last, a good many short, pithy, 
pertinent sentences, stanzas, lines or passages from the 
world's best literature will be doing them a service for which 
they will be grateful all their lives. 
Stifi paper covers, 142 pages, 50 cents, postpaid. 

" It would be well if a copy of this artistically 
arranged and printed volume could be put into the 
hands of every pupil in the public schools." 

— From the School Journal, N. T. 

THE PALMER COMPANY 

120 BOYLSTON STREET, - - BOSTON, MASS. 



■•^ ' '" '■'■ ■■-■■■' '■' - - ' ■ '' ■ -■-■■■ ■''-■-■ ■ -■ -■..■-■-/■ . ■■ ^ . ■^- ■:...<.,■■ -J ., .. I . . 

Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacber of history shonld examine this series of Oatlines. They 
are particularly valaat)le for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth hack, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Gl^ildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will beneP.. the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, fetold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a ''Classic," approved by the judgment of 
generations of Critical readers. 

The titles of the volumes are as follows : 



Aladdin and His Lamp 
Pilgrim's Progress 
Stories from Cdaucer 
The Lady of the Lake 
Travels of Baron Munchausen 



Aesop's Fables 
Hawthorne's Wonder Tales 
King Arthur and His Knights 
Little Snow-White and other 
Grimm's Fairy Tales 



Gulliver's Travels in LiUiput 

Atlractwely bo7ind in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, thesi 

stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



m\ 



-- - -^ ^— T-*- I ■,- ,.,,-.p , ,-^, ..^^-^-^^.^^p^ -■ ay. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Peter Stuyvesant in New Amster- 
dam 

Exploration of the Mississippi 



COMPLETE LIST OF HISTORICAL STORIES 


1 


V 

1 


WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 


1 


\ Christopher Columbus. 
( Ferdinand Magellan. 


1 


2 


( Francis Drake. ■ 
( John Smith. fl 


3 


1 The French in Canada. fl 
( Henry Hudson in the New World. fl 


4 


Miles Standish. ■ 
. Roger Williams. B 


5 


f Peter Stuyvesant in New Amsterdam. 1 
( Exploration of the Mississippi. H 


6 


j William Penn and the Quakers. ■ 
( LaSalle and his journey down the Mississippi, m 


7 


1 The Charter Oak. 1 
{ Patrick Henry. fl 


8 


George Washington. m 


9 


Washington, the Commander, at Valley Forge. 1 


10 


1 The Boston Tea Party. flH 
1 Paul Revere and Battle of Lexington. "^^ 


n^^ 


i ( Israel Putnam. W 
'{ Nathan Hale. k 


12 


Daniel Boone. 1 


13 


1 John Paul Jones. ■ 
1 George Rogers Clark. ^^M 


14 


j The Swamp Fox. |^H 
( Thomas Jefferson. s^m 


15 


f Daniel Webster. ^H 
1 Abraham Lincoln. j^M 


16 


Ulysses Simpson Grant. ^ 





CONTENTS 



Foreword 



Peter Stuyvesant in New Amsterdam, 1664. 



Exploration of the Mississippi. 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Eoyltton SUeel 

Bcston, Maa. 



• • t 



• 3 



Copyright 1914 
By The Palmer Company 



/ o./o 

DEC 23 1914 

CI.A3899.2 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or ciny other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical (acts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Peter Stuyvesant in New Amsterdam, 

1664. 



Act I — Governor Stuyvesant's Council Cham- 
ber. 

Characters — Governor Stuyvesant, Members 
of Council, Englishman from Bos- 
ton. 

Member of Council — A young man arrived 
in our city yesterday. He came 
from Boston and brings strange 
rumors vv^ith him. 

Governor — What has he to say? 

Member — He is outside now, and if he could 
come in, you might hear him 
speak for himself. 

Governor — Bring him to me. 

[Enter young man.] 



Governor — What news do you bring that may 
be of interest to the Dutch? 

EngHshman — I have come from Boston. Just 
before I left there I heard a rumor 
from England. It was said that 
the King of England had given 
New^ Amsterdam to his brother 
James, the Duke of York. A fleet 
of armed vessels is supposed to be 
on its w^ay over to take possession 
of your city. 

Governor — It shall never be ! What right has 
the King of England to give aw^ay 
our settlement ? We own this land. 
The Dutch discovered it, and after- 
ward bought it from the Indians. 
What claim can this English King 
have ? Let him come ! I w^ill be 
ready for him. 

Act II — Same as Act I [some days later]. 

Messenger — The English fleet has landed and 
taken possession of a blockhouse 
on Staten Island. What is there to 
be done? 



Governor — I have powder and supplies ready. 
The fortifications are being made 
as strong as possible, and we w^ill 
fight to the end. No English King 
shall have this city as long as I can 
prevent it. Take this message to 
the commander of the fleet. Tell 
him that I demand an explanation 
of their actions. 

Act III — Outside Fort Amsterdam. 

Characters — Governor Stuyvesant leading one 
hundred soldiers, — principal citi- 
zens. 

Send word to the gunners to fire 
upon the ships. 
Here is a petition from the people 
begging you not to fight. They 
would rather go under English rule 
than have their homes destroyed. 
Your own son has signed this 
petition. 

-As long as I live 1 shall never sur- 
render. I would rather give up 
and be carried to my grave than 



Governor 
Citizen 



lovemor 



surrender this city of ours to the 
English. 

Citizen — The people will listen to you no 
longer. See ! the white flag of 
surrender has been run up at the 
fort. 

Governor — I still refuse to surrender. As long 
as I live here, this city will always 
be, " New Amsterdam, the home 
of the Dutch.'* 



Exploration of the Mississippi. 



Act I — Gov. Frontenac's home — Canada. 

Characters — Governor — Louis Joliet [fur 
trader] — Father Marquette — French- 
men — Indians. 

Governor — Where is the mighty stream about 
which the Indians speak ? No one 
has been able to find it in spite of 
all that they have tried. 

Frenchman — Perhaps the Indians are fooling 

us. There may not be any great 
stream. 

Indian — There is a great body of water over 
to the southward. If you are 
brave, perhaps you may find it. 



Governor — There must be some among us 
who would be anxious to explore 
for France. 

Marquette — I will gladly go if only to have 
the opportunity to bring Chris- 
tianity to the poor savages. 

Joliet — I, too, will gladly go. Many times 
have I desired to visit the strange 
land to the west and south of us. 

Governor — I appoint both of you to go in 
search of this great body of water. 

Marquette — We will need two canoes and 
some provisions. 

Joliet — We will also take five men w^ith us. 
No doubt we will find friendly 
Indians, and there will be no 
trouble in finding the w^ay. They 
will gladly be our guides. 

Governor — You may have whatever supplies 
you w^ish, and I hope your expe- 
dition will be a successful one. 

Act II — Lake Michigan. 

Marquette — Over there among the trees I can 
see some Indians moving. Let us 



make some signs to them. If they 
are friendly, they may be able to 
tell us the way to the great body 
of water. 

Joliet — We will paddle our canoes to shore 
and speak to them. 

[Reach shore — Indians start to run.] Mar- 
quette calls them back. 

Marquette [as Indians return] — They seem 
friendly enough. We will ask 
them to guide us. 

Joliet — My braves, we have heard of a great 
body of w^ater and are anxious to 
sail upon it. Can you guide us to 
the stream ? 

Indian — Where do you wish to go ? 

Marquette — We are going to find the great 
river, the Mississippi. 

Indians — You will never be able to reach it. 
There are fierce tribes of Indians 
along its banks, and they will 
surely kill you. Stay with us for 
a time and then you can start for 
home. 



Joliet — We are not afraid of the fierce Indians. 
We will go on and find the Missis- 
sippi River. 

Marquette — We are Christians, and I will 
teach them how to pray. If you 
will listen to me I will show you 
how to pray. 

Act III — In the wilderness, near the junction 
of the Mississippi and Missouri 
rivers. Explorers getting into 
canoes. 

Marquette — The river grows wider and wider. 
Perhaps we have indeed found the 
mighty stream. 

Joliet — See how^ our canoes are tossed about. 
Do you suppose w^e are nearing 
some rapids ? 

Indian — We are in the den of an evil spirit. 
He will kill us if we don't turn 
back. 

Marquette — We do not fear this Monster. [To 
Joliet.] I think we are nearing an 
opening of some sort. 



Joliet — Perhaps there is another large body of 
water flowing into it. 

Marquette [reaching mouth of Missouri]. 
This is indeed the mighty river 
about which the Spaniards told. 
Somewhere among its waters rests 
the body of De Soto. We will 
sail on and find the opening and 
lay claim to the land for France. 

Act IV — Governor Frontenac's home. 

Characters — Governor Frontenac — ^Joliet — La 
Salle. 

Governor — I am glad to see you among us 
once more. Tell us your experi- 
ence since you left us. 

La Salle — Where is Father Marquette ? 

Joliet — He was taken ill while we were on our 
way back. We left him at an 
Indian village. They were kind 
to us on our voyage down the 
lake. Marquette is anxious to re- 
main among the Indians for a 
time, and he thinks he will soon 
have them fervent Christians. 



Governor — Were you successful in reaching 
the mighty river ? 

Joliet — We were successful in reaching the 
Mississippi. We also found another 
large stream flowing into it. It 
comes with a tremendous force, 
and it w^as with great difficulty that 
w^e succeeded in paddling our 
canoes. On and on w^e went, un- 
til we heard from some Indians 
that Spanish settlements w^ere near. 
Then we did not wish to risk being 
captured, so w^e started for home, 
after claiming the land for France. 



Something New in Geography Teaching 

Pupils' Outlines 
in Geograpiiy 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leeif form and are to be put into the 
hands of the pupil leaf by leaif as the study progresses. 

H The OUTFIT furnished for each pupil will be : 

I. The Outlines; 2. A flap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

t Each pupil's Geography when completed by himself will consist of the 
following: I. The Outlines; 2. flap (colored); 3. The Pupil's 
Own riap; 4. Answers' to the Questions in Outline; 5. Interesting 
Pacts About the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

t The different School Geographies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them is confusing to both teacher and pupil. An earnest effort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

1 These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents 
WritingPaper, " " " " .... " " " Is cents 

Loose-Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Two Excellent Books for the Grades 
Right -at -Hand Stories 

FOR DICTATION AND REPRODUCTION 
By ROSA L. SAWIN and FRANK H. PALMER 



A choice collection of short stories and interesting anec- 
dotes for teachers to read or tell to the class. Adapted 
to children of grammar school age. Excellent for pa- 
rents to use as "bed-time stories," 

Great care has been taken to select stories with a good, 
healthful, moral tone. The English, the paragraphing and 
the punctuation have been made as nearly perfect as possible. 
The book will meet a want often felt in the schoolroom and 
in the home. 
Cloth, 210 pages, $0.50, postage 10.08. 



Nature Study in the Poets 

A Choice Collection of Memory Verses Arranged for School Use 
by Mary Roenah Thomas, Teacher in the Public Schools of Boston. 

TO store up in the memory choice passages of literature, 
whence they may be drawn for one's own satisfaction 
and the good of one's friends, is an important part of 
a true culture. 

The teacher who sees to it that her classes of boys or girls 
commit to memory, first and last, a good many short, pithy, 
pertinent sentences, stanzas, lines or passages from the 
world's best literature will be doing them a service for which 
they will be grateful all their lives. 
Stiff paper covers, 142 pages, 50 cents, postpaid. 

" It would be well if a copy of this artistically 
arranged and printed volume could be put into the 
hands of every pupil in the public schools." 

— From the School Journal, N. T. 

THE PALMER COMPANY 

120 BOYLSTON STREET, - - BOSTON, MASS. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
^lOMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
Unite/d States History with my teachers, who were preparing to 
take the examiaation for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should ezamiue this series of Outlines. They 
are particularly valuable for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which Is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, ■ BOSTON, MASS. 



I K I > liii (ila 



Great Stories for Gliildreii 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
o^ the best judges. 

vVe have just brought out ten books containing Ten of the 
B :t of the World's Famous Stories, retold by the late Mr. 
W LiAM T. Stead, the former editor of the English Review 
of Keviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers, 

The titles of the volumes are as follows : 



Aladdin and His Lamp 
Pilgrim's Progress 
Stories from CKaucer 
The Lady of the Lake 
Travels of Baron IVIunchausen 



Aesop's Fables 
Hawthorne's Wonder Tales 
King Arthur and His Knights 
Little Snow-White and other 
Grimm's Fairy Tales 



Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid. 

For suppleme7itary reading in the grades, and home use, these 

stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 



120 Boylston Street, 



Boston, Mass. 



M '^t 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



William Penn and the Quakers. 

LaSalle and his journey down the 
Mississippi. 



ij 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



J J Christopher Columbus. 
( Ferdinand Magellan. 

2 I Francis Drake. 
(John Smith. 

2 f The French in Canada. 

( Henry Hudson in the New. World. 

s I Miles Standish. 
1 Roger Williams. 

e f Peter Stuyvesant in New Amsterdam. 
1 Exploration of the Mississippi. 

g ( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

^ I The Charter Oak. 
1 Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 



10 



i The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 



./\ 5 Israel Putnam. 
^^»'''l Nathan Hale. 

12 Daniel Boone. 

I John Paul Jones. 
( George Rogers Clark. 



13 



J . ( The Swamp Fox. 
( Thomas Jefferson. 

jc f Daniel Webster. 
1 Abraham Lincoln. 

16 Ulysses Simpson Grant. 



CONTENTS 



Foreword 



William Penn and the Quakers. 



La Salle and His Journey Down the Mississippi. 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY, CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 






Copyright 1914 
By The Palmer G>mpaiiy 



DEC 23 1314 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a msui- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



William Penn and the Quakers. 



Act I — England — Home of some Quakers. 

Characters — William Penn — Quakers [three 
or four]. 

Quaker — We have come here to-night to learn 
whatever news you have from 
King Charles. 

Penn — After we spoke of our plans of having 
a settlement in the new world, I 
thought of a splendid scheme. I 
felt that the Quakers should have 
a home w^here they could have 
peace. Other religious sects were 
in new homes in America, so I 
thought, *' Why can't w^e, too, go 
there?" King Charles owed my 



father a large sum of money. He 
never paid it to him. The other 
day I went to him and said, "Will 
you give me land in the New 
World, instead of money?'* 

Quaker — That was a splendid idea. What 
did he say to it ? 

Penn — He smiled as if he were pleased and 
immediately gave me a grant of 
land in America. Then I had him 
help me select a name for the new 
land. 

Quaker — What did you name the land ? 

Penn — After great thinking, we decided upon 
*' Pennsylvania," in honor of my 
father, the Admiral. 

Quaker — What does that name mean? 
Penn — " Sylvania *' means "woods,'* so Penn- 
sylvania means " Penn's Woods.'* 

Quaker — That is indeed a splendid name. 
Now let us lose no time in starting 
for our new home. Many thanks 
to you, William Penn, for the good 
deed you have done for us. 



Act II — Settlement at Philadelphia. 

Characters — William Penn — Quakers — In- 
dians. 

Penn — It is with great delight that I find my- 
self at last in the settlement I love. 
It seemed as if the time would 
never come when I could set foot 
upon this beautiful country. Now 
I find many friends to meet me. 
The ones I am most interested in 
to-day are the Indians. I have sent 
for them that we might make 
terms with them. 

Indian Chief — We are glad to meet you. Your 
kind words reached us through 
your cousin as the messenger. To- 
day we are willing to listen to 
whatever you have to say. 

Penn — ^The first thing I wish to settle with you 
is the buying of the land. We do 
not wish to claim your land until 
we have paid for it. Here are 
bells, guns, kettles, axes, scissors, 
knives, mirrors, shoes, beads, 



combs, shirts, and some cloth. Is 
there enough here to pay you for 
the land we are to occupy ? 

1. Chief — These things are just what we want. 
Oh! how happy we are to get 
such pretty things. I will divide 
them among my people. Our 
braves and squaws will like them. 

Penn — 1 am glad you like them. Now let us 
pledge friendship for all times. 1 
will be kind to you. I will treat 
you as I would my own best 
friends. My people will always 
be kind to you. Let us always 
live in peace. 

I. Chief — As long as the sun gives light we 
will love you and your people. 

Penn — 1 am happy to hear you speak in that 
way. Now let us have a feast to 
prove that we are friends. 



La Salle and His Journey Down the 

Mississippi. 



Act I — Leaving the foot of Niagara Falls in 
the Griffing. 

Characters — La Salle — Company of French- 
men. 

La Salle — ^We will launch our vessel now and 
sail on until we meet our fifteen 
comrades w^ho have gone to trade 
for furs. We will send them back 
to Canada with this ship, loaded 
with furs. We will wait for them 
to return w^ith the money. 

Frenchman — ^We will try to have the other 
ship built to sail down the Illinois 
River about which the explorers 
have told us. 



La Salle — We can carry what provisions we 
need across country until we come 
to the Illinois River. Our journey 
will then be easy until we go 
farther down the Mississippi 
River. Marquette and Joliet suc- 
ceeded in going down this river. 
If we try, perhaps we can reach 
its mouth. 

Act II — The Mouth of the Mississippi River 
[two and a half years later]. 

La Salle — Behold ! Before us stretches the 
Gulf of Mexico, and into its waters 
flows the mighty Mississippi. 

Frenchman — Let us claim the land for France. 

La Salle — We will erect a cross, and beneath 
it the arms of France. I now claim 
for France all the land drained by 
the Mississippi River and the 
waters flowing into it. If the King 
of France will give his help, w^e 
will soon have a colony planted 
here at its mouth. 



Something New in Geography Teaching 

Pupils' Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leaf form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

1! The OL/T^/ 7" furnished for each pupil will be : 

I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

I Each pupil's Geography when completed by himself will consist of the 

following: 1. The Outlines; 2. Hap (colored); 3. The Pupil's 
Own riap; 4. Answers to the Questions in Outline; 5. Interesting 
Pacts Aljout the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

II The different School Geographies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them is confusing to both teacher and pupil. An earnest effort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

H These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
Information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched .. .Package 36 sheets, 1 5 cents 

Writing Paper, " " " " .... " " " 1 5 cents 

LoosC'Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Two Excellent Books for the Grades 
Right -at- Hand Stories 

FOR DICTATION AND REPRODUCTION 
By ROSA L. SAWIN and FRANK H. PALMER 



A choice collection of short stories and interesting anec- 
dotes for teachers to read or tell to the class. Adapted 
to children of grammar school age. Excellent for pa- 
rents to use as " bed-time stories." 

Great care has been taken to select stories with a good, 
healthful, moral tone. The English, the paragraphing and 
the punctuation have been made as nearly perfect as possible. 
The book will meet a want often felt in the schoolroom and 
in the home. 

Cloth, 210 pages, 10.50, postage f0.08. 



Nature Study in the Poets 

A Choice Collection of Memory Verses Arranged for School Use 
by Mary Roenah Thomas, Teacher in the Public Schools of Boston. 

TO store up in the memory choice passages of literature, 
whence they may be drawn for one's own satisfaction 
and the good of one's friends, is an important part of 
a true culture. 

The teacher who sees to it that her classes of boys or girls 
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they will be grateful all their lives. 

Stiff paper covers, 142 pages, 50 cents, postpaid. 

" It would be well if a copy of this artistically 
arranged and printed volume could be put into the 
hands of every pupil in the public schools." 

— From the School Journal, N. Y. 

THE PALMER COMPANY 

120 BOYLSTON STREET, - - BOSTON, MASS. 



T I lit-*— «J— J— 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; It is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this aeries of Outlines. They 
are particalarly valuable for class work, in reviewing and for ready rer- 
erenoe. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Snbstantially bound in boards, cloth back, 36 cents each, postpaid, 
except the English History which is 4d cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for GKildren 

THE importancfe of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
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The quality of the stories must be approved by the judgment 
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We have just brought out ten books containing Ten of the 
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Aladdliii and His Lamp 
Pilgrim's Progress 
Stories from Ghaocer 
The Lady of the Lake 
Travels of Baron Munchausen 



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Hawthorne's Wonder Tales 
King Arthur and His Knights 
Little Snow-White and other 
Grimm's Fairy Tales 



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For supplementary reading in the grades, and home use, these 

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THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



The Charter Oak. 
Patrick Henry 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 






15 



j Christopher Columbus. 
( Ferdinand Magellan. 

( Francis Drake. 
( John Smith. 

f The French in Canada. 

1 Henry Hudson in the New World. 

I Miles Standish. 
i Roger Williams. 

Peter Stuyvesant in New Amsterdam. 
Exploration of the Mississippi. 



'1 



I 



Q ( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

« f The Charter Oak. 
1 Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 

jQ ( The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 

. , < j Israel Putnam. 
^^ • (Nathan "Hale. 

c t ^ 

i2 Daniel Boone. 

j^ I John Paul Jones. 
( George Rogers Clark. 

J . ( The Swamp Fox. 
\ Thomas Jefferson. 



I Daniel Webster. 
( Abraham Lincoln. 

16 Ulysses Simpson Grant. 



CONTENTS 



Foreword 



The Charter Oak. 



Patrick Henry. 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boelon, Mast. 






vy z 3 



Copyright 1914 
By TTie Palmer Company 



fc./O 

DEC 23 1914 

CI.A;J89»,4 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avciils herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
• consciously the facts that make the historical foundation which 
jhey need for all their later work. In class reading lessons 
4here can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



The Charter Oak. 



Act I — Meeting place in Hartford. 

Characters — Prominent people of Hartford. 

1st Speaker — King Charles the second, has 
sent over a new governor for his 
colonies here in America. This 
governor, named Andros, is very 
desirous to show his authority. 
He has been around to all the 
colonies and demanded their char- 
ters. Now he has come to Hart- 
ford and demanded the Connecti- 
cut charter. What shall be done 
about his demand ? 

2nd Speaker — He has demanded our charter 
which we cherish so fondly. 
Surely after all these years we will 
not have to give it up. It was 



given to us for all time. What 
right has this royal governor to 
demand it? 

3d Speaker — The only thing to be done is to 
visit Sir Edmund Andros and try 
to show him that we want our 
charter. It w^ill not be wise to re- 
fuse him outright, because then he 
might cause trouble for us with 
the King of England by saying 
we openly defied him. 

4th Speaker — Your plan seems the wisest one 
to follow. We will visit him and 
see what arguments will do toward 
saving our charter. 

Act II — Same meeting place. A few days later. 

Characters — Governor Andros, Captain Wads- 
worth, several prominent men of 
Connecticut government. 

Gov. Andros — You have trifled with me long 
enough. Many times I have de- 
manded your charter. You have 
given me arguments in return. I 
have been here all day now listen- 



ing to your foolish arguments. I 
shall not leave until I get the char- 
ter. 

1 St Speaker — Light the candles and we will 
see what can be done. [To Capt. 
Wadsworth and others in a soft 
voice.] All argument now seems 
useless. There is nothing left but 
to deliver up the charter. He has 
us now at a point where we can 
go no further without openly de- 
fying the king. 

Andros — For the last time I say, "Bring me 
the Charter.'* 

2nd Speaker [placing Charter before Andros], 
— Here is the Charter. 

[Captain Wadsworth, who has been standing 
in background, suddenly rushes to 
the table, and before any one real- 
izes what he is doing, throws his 
cloak over candles, extinguishing 
them. He then grabs the charter 
and disappears, leaving the aston- 
ished Andros and others in the 



dark. Some time is taken in light- 
ing the candles and everything set- 
tles down again.] 

Gov. Andros — Who extinguished those lights? 
What has happened? Light them 
immediately, I say. 

3rd Speaker — I am lighting them. It takes 
some time to get a light. 

Gov. Andros [after candles have been lit for 
the second time]. Now we will 
proceed to business. I am glad 
you have finally handed over your 
charter. Where is the charter? 
It lay before me but a few min- 
utes ago. 

2nd Speaker — I gave it to you. 

Andros — Some villain has stolen it. There 
was some scheme in blowing out 
the lights. [To attendants.] The 
charter has been stolen, no doubt. 
I cannot tell the King such a story. 
He would laugh at me for being 
the victim of such a trick. I can 
do nothing now but keep silence 



upon the matter and perhaps I 
can get it later. [To Connecticut 
men.] You shall suffer for this. 
My rule over you will pay you for 
your trick. 

Act III — Among the oak trees. 

Captain Wadsworth — Here in this hollow oak 
tree I will hide it. The unjust 
Governor Andros will never sus- 
pect that its lofty trunk shelters 
our treasured charter. No doubt 
he is enjoying the confusion of the 
dark by this time. He w^ill find 
that our brave State is not to be 
outwitted when liberty is at stake. 



Patrick Henry. 



Act I — At Virginia House of Burgesses. 

Characters — Patrick Henry, People from Wil- 
liamsburg, Virginia, and surround- 
ing towns, Planters, Common peo- 
ple. 

1 St Speaker — This is indeed a serious time for 
all of us. England is about to try 
to enforce the Stamp Act. This 
is the time for us to decide. Shall 
we submit and say nothing ? 

Planter (loyal to England) — There is nothing 
that can be done. We might as 
well submit peaceably. As faith- 
ful colonies we could not declare 
war against our Mother Country. 

Patrict Henry [writing for a few minutes.] 
[Rising and reading] — Something 



must be done quickly. There is 
no time to be lost. The General 
Assembly of a colony has the sole 
right and power of laying taxes up- 
on a colony. England has no right 
to pass this Stamp Act. The only 
course to be taken is to resist any- 
thing against our liberty. 

2nd Planter — ^That cannot be done. What 
right have we to resist the will of 
our Mother Country ? Our very 
support comes from her. We, 
who represent the very wealth of 
this colony, will never give our 
support against the passing of any 
law. 

Patrick Henry [full of indignation] — We will 
never submit. Caesar had his 
Brutus, Charles the First his Crom- 
well, and George the Third — 

Voices from Assembly — Treason ! Treason ! ! 

Patrick Henry [after waiting for silence] — may 
profit from their example. If this 
be treason, make the most of it. 



Speaker [after Patrick Henry's Resolutions 
have been voted upon] — The Res- 
olutions have been passed. We 
are decided to resist the passing 
of this Stamp Act. Let us strive 
to hold together. 

One of Common People as Patrick Henry 
leaves the hall] — Stick to us, old 
fellow, or we are gone ! 

Act II — Meeting of Virginia people — St. John's 
Church, Richmond, Va. 

Characters — Patrick Henry, some doubtful 
people. People of Virginia who 
think as Patrick Henry thinks. 

Patrick Henry — We are now at a crisis. The 
time has come for us to give our 
aid. Massachusetts has taken her 
stand. Are we going to submit to 
what our sister colony will not en- 
dure } 

Doubtful Colonists — Is there nothing that can 
be done ? We should not be too 
hasty. Perhaps there will be some 
relief soon. 



Patrick Henry [in a very excited manner] — 
We must fight ! I repeat it, sir» 
we must fight ! An appeal to 
arms and to the God of Hosts is 
all that is left us ! They tell us, 
sir, that we are weak. Sir, we are 
not weak, if we make a proper use 
of the means which the God of 
nature hath placed in our power. 
There is no retreat, but in submis- 
sion and slavery ! Our chains are 
forged. Their clanking may be 
heard on the plains of Boston. 
The war is inevitable, and let it 
come ! I repeat it, sir, let it come \ 
It is in vain, sir, to extenuate the 
matter. Gentlemen may cry 
peace, peace, but there is no 
peace. The war is actually begun I 
The next gale that sweeps from 
the North will bring to our ears 
the clash of resounding arms ! 
Our brethren are already in the 
field ! Why stand we here idle ? 
What is it that gentlemen wish ? 



What would they have? Is life 
so dear, or peace so sweet, as to 
be purchased at the price of chains 
and slavery ? Forbid it. Almighty 
God ! I know not what course 
others may take; but as for me, 
give me liberty, or give me death ! 



Something New in Geography Teaching 

Pupils' Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leaf form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

I The OUTFIT furnished for each pupH will be : 

I. The Outlines; 2. A flap of the Continent Studied; 3. DrawSng 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

t Each pupil's Geography when completed by himself will consist of the 
following: 1. The Outlines; 2. Hap (colored); 3. The Pupil's 
Own Hap; 4. Answers to the Questions in Outline; 5. Interesting 
Pacts About the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

T The different School Geographies do not give a common body of fact 
and the great mass of unorganized geographic material given Dy most 
of them is confusing to both teacher and pupil. An earnest effort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

II These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents 
WritlngPaper, " " " " .... " " " 1 5 cents 

Loose-Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGUSH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A tucceatfui teacher says: — 

THE PALMER CO,, Boston, M«a«. 

Geotlemea : 

During the pnteinl term I have used the Kinltlcy Outline of 
United State* Hictory with my teacher*, who were preparing to 
take the examination for licente* to teach in New York City. 
I am glad to aay that we are tatisfied with that book. It ia more 
than a mere outline; it ia in itaeif auffioient for review, without 
the aid of a large text book. 



Svary teaobar of hiitory ebould examloe this leriea of Outllnea. Tbey 
are partioal«rly valuable for olaas work, In rarlewing and for r«ady ref- 
•i«no«. Teaobera will find tbem balpful In tb* preparation of examina- 
tion papers. 

Sabauotlally bound in boarda, clotb back, 8S cents eaob, poatpaid, 
except tbe Bnglub History wblob Is M cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, BOSTON, MASS. 



Great Stories for Children 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by , the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Hawtliome's Wonder Tales 

Stories from Chaucer King Arthur and His Knights 

The Lady of the Lake Little Snow White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in LiUiput 

Attractively bound in decorated covers, 14 cents y postpaid. 

For supplementary reading in the grades^ and home use, these 

stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylaton Street, - - Boston, Mass. 




y 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



George Washington 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



7 



j Christopher Columbus. 
I Ferdinand Median. 

i Francis Drake. 
( John Smith. 

I The French in Canada. 

1 Henry Hudson in the New World. 

I Miles Standish. 
( Roger Williams. 

I Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

( William Penn and the Quakers. 

1 LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 

jQ 5 The Boston Tea Party. 

( Paul Revere arid Battle of Lexington. 

Israel Putnam. 
Nathan Hale. 

i2'" Daniel Boone. 

I John Paul Jones. 
1 George Rogers Clark. 

J . ( The Swamp Fox. 
( Thomas Jefferson. 

jt I Daniel Webster. 
( Abraham Lincoln. 

16 Ulysses Simpson Grant. 



'.^.. :{ 



13 



CONTENTS 



Foreword 



George Washington 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 BoylKon Street 

Botton, Mm*. 



1 '> 



/:/7<5 



Copyright 1914 
By The Palmer Company 



DEC 23 1914 

©CI.A389y «5 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy noticQ 
in history, 



Secondly — A teacher is required to teach certain important 
historical (acts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or 2Uiother 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



1 



George Washington — The Boy. 



Act 1 — Play time at school — A Virginia 
School. 

Characters — Several schoolmates — George 
Washington. 

George Washington — Come, boys, 1 heard a 
splendid story of a battle last night. 
My brother Lawrence told it to 
me. It was a story of a battle be- 
tween the English and Spanish in 
the West Indies. 

First Boy (calling aloud to some boys at other 
end of play ground) — Come ! 
Come ! George Washington has 
a new game for us. We are to be 
English and Spanish to-day. 



George Washington (as all crowd around him) 
Now is the time for you to show 
how well you are trained. I will 
be the English General drilling 
you for the battle. If you show 
good work we will have a battle. 

Chorus of Boys — I want to be your soldier. 
Let me be an English soldier. 

George Washington — Get your swords quick- 
ly and form in line at the right of 
the school house. We will soon 
defeat the Spanish. 

Act 11 — George Washington — The Surveyor. 

Characters — Lawrence Washington (owner of 
plantation), Lord Fairfax, friend, 
George Washington, returning 
from ride on horseback. 

Lawrence W. — Well, have you enjoyed your 
morning ride? 

Lord Fairfax — We enjoy all our rides, but this 
one has proved of especial inter- 
est to me. I have found that your 
young brother has quite a knowl- 



edge of surveying. We have done 
some surveying together, and I 
wish his services in an important 
undertaking, provided you see fit 
to allow me to make the offer. 

Lawrence — I shall be only too pleased to have 
George be of any service to you. 
He will be faithful in whatever he 

\ attempts. I can speak for that. 
What is the errand ? 

Lord Fairfax — 1 own an immense tract of land 
in the Shenandoah Valley. 1 know 
very little about its extent. George 
is careful and accurate in his sur- 
veying, and I wish him to gain as 
much knowledge of the extent of 
the land as possible. This means 
a trip into the very wilderness and 
a dangerous journey through the 
mountains. I trust in his courage 
and perseverance, and with your 
permission would like to have him 
go very soon. 

Lawrence W. — Is he to have any companions? 



Lord Fairfax — My nephew, George Fairfax, 
will be delighted to accompany 
him. Do you agree to go, George ? 

George Washington — Nothing would be more 
enjoyable for me than this journey 
into the wilderness. Your nephew 
and I w^ill prepare to go as soon as 
possible. 

Act 111 — Alone in the Forest. 

Characters — George Washington, George Fair- 
fax, Indians in camp having war 
dance. 

George Washington — We have ridden long 
enough for one day. Let us dis- 
mount and build our camp fire. 
This is a good, clear spot, and the 
night promises to be a pleasant 
one. 

George Fairfax — The land shows signs of hav- 
ing been occupied lately. Hark ! 
do you hear that war-whoop ? 
Perhaps there are Indians near. 

George W. — 1 was just about to call your at- 
tention to some smoke I see com- 



ing from among those bushes to 
the left of us. 

George F. — Let us move along farther. I do 
not desire spending the night 
among Indians. 

George W. (as Indian is seen looking toward 
them) — It is too late now. We 
have been seen. To run would 
show fright. Indians admire 
bravery. Let us advance and 
claim that we are friendly. We 
may receive a welcome from them. 

George F. (as more Indians in war attire ap- 
proach) — You are right. It is too 
late. They look rather fierce com- 
panions for a quiet night in the 
forest. Can you make them un- 
derstand you ? 

George W. (making signs to approaching In- 
dians) — White men are your 
friends. They wish to spend the 
night at your camp fire. 

Indian Chief — Motions Washington and his 
companions to follow to camp fire. 



George W. (some time later, as all are gath- 
ered about the camp fire) — They 
are not disagreeable companions 
after all. 

George F. — No, indeed ; they are doing 
everything possible to make us 
comfortable. 1 am rather tired. 
Try and make them understand 
that we wish to sleep. 

George W. (as both men are resting near 
camp fire) — This has been the 
most enjoyable night that I have 
spent in the wilderness. To-mor- 
morrow we must be up early and 
on our way. We are near the end 
of our journey to Lord Fairfax's 
land, and 1 am anxious to begin 
the surveying. 

Act IV — George Washington — The Soldier. 

Characters — Governor Dinwiddie, Major 
Washington. 

Governor — I have sent for you to-day to dis- 
cuss an errand of great importance. 
No doubt you are well acquainted 



with the facts of the attempts of 
the French to settle in the Ohio 
Valley. It has been decided that 
the only thing to be done to put a 
stop to this is to send a trusty mes- 
senger from here telling the French 
commander to move away from 
English territory. You are con- 
sidered the best messenger to send. 
You are fearless and possess a 
knowledge of the wilderness. Will 
you be willing to start at once? 

Major Washington — I greatly appreciate the 
honor shown me in choosing me 
for this important message. I w^ill 
do all in my power to fulfil the 
errand faithfully. 

Governor (handing George Washington the 
order) — Here is the order that you 
are to deliver to the French com- 
mander. I trust your message will 
be received and obeyed. Your 
companions on this expedition 
may be chosen by you. 



Act V — Return from journey — Governor 
Dinwiddle's headquarters — Wil- 
liamsburg. 

Major Washington — Here is the letter from 
the French Commander. I have 
succeeded in bringing it back to 
you. 

Governor (taking letter and reading to his 
council) — The French Commander 
defies us to send them away from 
this land. They claim the land 
^ because of La Salle's explorations 
and also because of the numerous 
explorations of the Jesuits. The 
only thing left for the people of 
Virginia is to attempt to build a 
fort and claim this territory for 
England. (To Washington) — How 
did you fare on your journey? 

Major Washington — There was not as much 
danger in going as in returning. 
The message I carried to the 
French Commander made me ap- 
pear a dangerous person, and I 



have barely reached here with my 
life. A treacherous Indian who of- 
ered to guide me turned and at- 
tempted to shoot me after we had 
gone only a short distance. At 
another time my companion and I 
narrowly escaped drowning in the 
Alleghany River. We succeeded 
in reaching an island, but nearly 
froze waiting for morning to come. 
We dared not kindle a fire for fear 
of drawing hostile Indians upon 



us. 



Governor—All Virginia will greatly appreci- 
ate your heroic efforts. Can you 
suggest a good point for the estab- 
lishment of a fort? 

Major Washington— The junction of the Alle- 
ghany and Monongahela Rivers 
commands the best position. 

Governor— Let us proceed at once to make 
plans for the building of the fort. 

Act VI~General Braddock's tent. 

Characters — General Braddock — Colonel 
Washington. 



General Braddock — When I reached Virginia 
I heard of your wonderful skill in 
the rough and simple warfare of 
this country. I felt as if you might 
prove of some value in the com- 
ing events, simple as they may be. 

Colonel Washington — I do not wish to 
appear disrespectful, but your 
ideas of the warfare in this coun- 
try are very vague. In the first 
place, this is no simple conflict. It 
is no matter of a simple nature. 
To us it means as much as the 
conquering of a nation to England, 
our Mother Country. 

General Braddock — I fail to see the impor- 
tance of so trifling a matter. Why, 
the taking of a small fort from a 
few inexperienced colonists is no 
great task. Young man, I have 
fought on famous battlefields with 
some of the greatest armies of 
Europe. This small and unnote- 
worthy affair is almost annoying 
to me. I am anxious to settle it 



quickly to-morrow and get back 
to England. 

Colonel Washington (smiling) — I realize the 
wonderful field of experience you 
have had. However, I venture to 
suggest a few changes for to-mor- 
row's events. You will find every- 
thing different, but nevertheless 
noteworthy. I suggest a few 
changes in your experienced plans. 

General Braddock— I can hardly understand 
what changes would be necessary. 
What are your suggestions ? 

Colonel Washington — Have you ever had any 
dealings with Indians ? 

General Braddock— No, I have never had the 
pleasure of making their acquaint- 
ance except through pictures. 

Colonel Washington — To-morrow, then, you 
will have many dealings with them. 
They form an important and large 
part of the French army. They 
fight by hiding behind stones and 
bushes and trees. They do not 
know the manly way of fighting 



in the open. They take an ani- 
mal's right of as much shelter as 
possible from Nature. You will 
certainly avail yourself and sol- 
diers of the same shelter. That 
is my suggestion. 

General Braddock — Do you realize that you 
are talking to an English General, 
to one whom the King trusts in the 
most dangerous situations. I shall 
never order my soldiers behind 
trees and bushes. They shall fol- 
low my leadership in noble rank 
and file, as they have done so 
many times before. 1 have over- 
estimated your skill. But to-mor- 
row^ you w^ill have the chance to 
see a fine English battle fought in 
the brave English w^ay. Let us 
leave the Indian way to the Indian. 

Colonel Washington — As you are leader, I 
follow. But remember my warn- 
ing — Fight in the open, and all is 
lost. Fight as your opponents 
fight, and you will no doubt win. 



Act VII. Governor Dinwiddie's Headquar- 
ters. 

Characters— Colonel George Washington, 
Governor Dinwiddie. 

Governor Dinwiddie— How is it that England 
suffered such a terrible defeat at 
the hands of the French ? 

Colonel George Washington— It was a fight 
between a skilled general of open 
warfare and a treacherous Indian 
of the wilderness. No words of 
mine could induce Gen. Brad- 
dock to fight as the French and 
Indians always fight. As a result 
he was soon killed while riding 
before his solid mass of men and 
they were mowed down by Indian 
arrows and French bullets from 
every sheltered spot. I directed 
my men of Virginia to find shelter 
and they fought as well as they 
could. We all narrowly escaped 
death. I had two horses killed 
under me, and four bullets whizzed 
through my clothes. 



Governor Dinwiddie — ^We cannot rest even 
vv^ith that defeat. I appoint you 
to command our Virginia troops 
and to march again to capture the 
French fort. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGUSH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 
During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacber of bistory should examine this series of Outlines. Tbey 
are particularly valuable for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 30 cents each, postpaid^ 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Cfiildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pil(2rim's Progress HawtKorne's Wonder Tales 

Stories from Cdaucer King Arthur and His Knights 

The Lady of the Lake Little Snow- White and other 

Travels of Baron Manchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Atiractivefy bound in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, these 

stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - • Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Washington, the Commander, at 
Valley Forge. 



i e 



COMPLETE LIST OF HISTORICAL STORIES 


V 

1 


t^RITTEN BY MISS GERTRUDE HAND, DANBURY. CONN, 


j Christopher Columbus. 
( Ferdinand Magellan. 


2 


( Francis Drake. 
( John Smith. 


3 


The French in Canada. 

Henry Hudson in the New World. 


4 


f Miles Standish. 
1 Roger Williams. 


5 


(■ Peter Stuyvesant in New Amsterdam. 

( Exploration of the Mississippi. m 


6 


j William Pcnn and the Quakers. ■ 
( LaSalle and his journey down the Mississippi, m 


7 


f The Charter Oak. 1 
( Patrick Henry. V. 


8 


George Washington. 


9 


Washington, the Commander, at Valley Forge. 


10 

< 


j The Boston Tea Party. } 
, X Paul Revere and Batde of Lexington. ] 


11 • 


A 'Israel Putnam. ; 
^ 1 Nathan Hale. 


12 


Daniel Boone. 


13 


f John Paul Jones. ] 
I George Rogers Clark. ' 


14 


( The Swamp Fox. 
( Thomas Jefferson. 


15 


1 Daniel Webster. 
1 Abraham Lincoln. 


16 


Ulysses Simpson Grant. 



CONTENTS 



Foreword 



Washington, the Commander, at Valley Forge 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 






'Hid 



Copyright 1914 
By The Palmer Gnnpany 



DEC 23 1914 

©CI.A389969 



FOREWORD. 



IN publishing these plays, I have in mind three genera! 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
fsuniliar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Washington, the Commander, at 
Valley Forge. 



Act I — Washington's Headquarters. 

Characters — General Washington — General 
Lafayette — Soldiers. 

Washington — To-day as I walked around the 
camp, my heart ached for my men. 
Their feet are without shoes of any 
warmth, and some cases I saw^ men 
without any. Around their feet 
some had rags wound, and blood- 
stains marked them in many 
places. Congress complains that 
I am not doing enough fighting. 
The other day the word came that 
I should have my men camp out 
in the open field and fight with 



the British. Little they realize the 
hardship and suffering around me 
to-night. I must send word around 
to-night that the rations are short- 
ened and that there will be no 
meat. The men may groan, but 
they will never complain. 

Lafayette — Every man in your army here to- 
night is a hero. I, too, realize the 
terrible sufferings. If my country 
would only act quickly, something 
might be done. I am doing all in 
my power to gain the help of 
France for you. 

Soldier (entering) — Over in one of the houses 
a soldier is dying. They have no 
fire. I have come to ask for some 
fuel. 

Washington — I will go to see him myself. (To 
soldier) Show me where the dying 
man is. (To servant) Get a good 
warm fire in readiness for my re- 
turn. Have some warm food 
ready. 1 will have the soldiers bring 
the dying man to my headquarters. 



I 



Whatever comforts I may have to- 
night I am willing to share with this 
poor soldier. 

Act II— Washington's Camp in Woods. 
Characters — General Washington — Friend 

Potts, a Quaker Farmer. 
Scene I— Washington (kneeling at prayer)— 
The time has come when every- 
thing seems to be against us. My 
men are dying day by day. Those 
that live are slowly starving. Do 
not allow this to endure longer if 
thy mighty will can change the 
awful struggle. As the God of 
righteousness, help us. Above all 
else, help and guide me to do the 
noblest and bravest deeds for my 
country's honor and thy servants, 
these poor, helpless, despairing 
soldiers. Help me to keep kin- 
dled within them the sparks of 
patriotism that will lead them to 
victory when this terrible winter is 



over. 



Friend Potts (to himself) — George Washington 
will succeed. 

Scene II — Friend Pott*s Home — later in the day. 

Characters — Friend Potts — His wife. 

Friend Potts (entering at door of his home) — 
George Washington will succeed ! 
George Washington will succeed ! 
The Americans will win their in- 
dependence ! 

Hannah (his wife) — What makes thee think 
so, Isaac? 

Friend Potts — I have heard him pray, Han- 
nah, out in the woods to-day, and 
the Lord will surely hear his 
prayer. He will, Hannah ; thee 
may be sure he will. 

Scene III — Valley Forge — Troops drawn up in 
review. 

Characters — Washington — Lafayette — Sol- 
diers. 

Washington — ^To-day I have good news for 
you. Gen. Lafayette and Benjamin 
Franklin have finally persuaded 
the King of France to give his help. 



Soldiers — Hurrah ! Hurrah ! Long live the 

King of France. 
Lafayette — Now your hardships will surely be 

over, and may victory soon be 

your reward. 

Act 111 — Surrender of Cornwallis at Yorktown. 
Scene I — Camp of Cornwallis. 

Characters — General Cornwallis — Several oth- 
er men and army officers. 

Gen. Cornwallis — I have here a letter from 
Gen. Clinton. He advises me to 
remain near the coast so as to be 
in quick communication with him. 
He has reason to believe that 
Washington may suddenly attack 
New York. If we were only sure 
of some part of Washington's 
plans, we might do something, but 
he is very cautious, and has so far 
evaded every effort on our part to 
catch him. 

First Officer — Gen. Clinton has letters in his 
possession written by Washington. 
These letters tell of plans made to 



capture New York. What better 
proof do you need of Washing- 
ton's next move ? 

Gen. Cornwallis — The letters seem proof 
enough. We have nothing to fear 
here at any rate. That " boy *' 
Lafayette is here with some men, 
but I can soon capture him. We 
will rest until further news from 
Gen. Clinton. (Enter messenger 
in haste.) 

Messenger — I bring you news of great impor- 
tance. A French fleet has been 
seen approaching. Others tell 
that Washington's army has sud- 
denly and mysteriously arrived. 

Gen. Cornwallis — Can all this be true ? If so 
we are indeed surprised. I thought 
Washington safe under Gen. Clin- 
ton's eyes. We have no time to 
lose. We must try to get help 
from Gen. Clinton. Now we will 
collect our forces. 

Act III — Scene II — Surrender of Cornwallis. 

Part I — Among Washington's Army. 



Characters — Gen. Washington — Some of his 
aides — Gen. Knox. 

First Aide — We are in great danger upon this 
height. The British have a splen- 
did opportunity to fire upon us. 
We may be killed. 

Gen. Washington — If you think so, you are at 
liberty to step back. 

Second Aide — We are not afraid, but will 
stand our ground with you. 

Gen. Knox (a moment later, as cannon ball 
falls a few feet off — My dear gen- 
eral, we can't spare you yet. 
Come away from here. 

Gen. Washington — It's a spent ball. Look ! 
Look ! The redoubt is taken. 
The work is done, and well done! 

Part II — Among Comwallis' Army — The 
Surrender. 

Characters — Gen. Cornwallis — Gen. Washing- 
ton — Gen. Lincoln — British Officer 
— Soldiers (American, British). 

Gen. Cornwallis (in camp) — The fight is over 
for us. There is nothing left now 
but to surrender. I little thought 



when I first came to America that 
this untrained army would ever 
make me prisoner. I cannot go 
back to England and say that I 
delivered up my sword to Gen. 
Washington. That is too great a 
humiliation. (To one of his offi- 
cers) — Here, deliver my sword to 
Gen. Washington and say that I 
am ill. 

British Officer (a short time later to Gen. Wash- 
ington — My commander sends his 
sword and regrets that he is ill. 

Gen. Washington (to Lafayette arid others of 
his officers — The British tried to be 
as unkind as possible to Gen. Lin- 
coln when he surrendered at 
Charleston. They humiliated him. 
Now it seems only fair that they 
should have the humiliation of 
delivering up the sword to him. 
(To British Officer) — Deliver up 
the sword to General Lincoln. Tell 
Cornwallis to be prepared to march 
out of Yorktown to-morrow. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGUSH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen : 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this series of Outlines. Thev 
are particularly valuable for class work, iu reviewing and for ready ref- 
erenoe. Teachers will find them helpful iu the preparation of examina- 
tion papers. 

Substantially bouiid in boards, cloth back, 35 cents each, postpaid, 
except the Bnglish History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Children 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a ''Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Hawthorne's Wonder Tales 

Stories from Chaucer King Arthur and His Knights 

The Lady oi the Lake Little Snow- White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels In Lilliput 

Attractively bound in decorated covers, 1 4 cents, postpaid. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, PubUshers 

120 Boylston Street, • • Boston, Mass. 






HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



The Boston Tea Party 

Paul Revere 
and Battle of Lexington 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



M 



13 



J j Christopher Columbus. 
( Ferdinand Magellan. 

2 i Francis Drake. 
( John Smith. 

2 I The French in Canada. 

1 Henry Hudson in the New World. 

. f Miles Standish. 
^ 1 Roger Williams. 

c I Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

g ( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 

jQ ( The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 



{ 



Israel Putnam. 
Nathan Hale. 

r c < 

12 Daniel Boone. 

I John Paul Jones. 
( George Rogers Clark. 



J . j The Swamp Fox. 
( Thomas Jefferson. 

je f Daniel Webster. 
1 Abraham Lincoln. 

16 Ulysses Simpson Grant. 




CONTENTS 



Foreword 

The Boston Tea Party 

Paul Revere and the Battle of Lexington 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY, CONN. 



THE PALMER COMPANY 

120 BoyUton Street 

Boiton. Ma». 



> > 



.3 



Copyri«ht 1914 
By The Paimer Company 



DEC 23 1914 

©GLA3S99G8 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history, 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She v^shes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



The Boston Tea Party. 



Act I — A Town Meeting in Boston. 

Characters — Samuel Adams; Boston people 
opposed to taxation by the king. 

Samuel Adams — This meeting has been called 
to act upon the tyranny of King 
George III in opposing our right to 
go against his taxation. We will 
now go over the different ways in 
which he tried to tax us. As I 
call for the different examples of 
taxation perhaps some of the peo- 
ple present will be able to name 
them. 

1 st Member — In 1651, England passed the 
Navigation Laws forbidding us to 
trade with any other country but 



England, and in ways that she 
alone might dictate. Then she 
tried to stop our trade with the 
West Indies, until finally we were 
driven to smuggling. 

2nd Member — Her next attempt was to pass 
the Stamp Act. This required us 
to use stamped paper for all news- 
papers, legal documents and ad- 
vertisements. These stamps cost 
from six cents to thirty dollars. 
Finally England repealed the act. 

3rd Member — Still watching for a chance to 
get money from us. Lord Town- 
send induced King George III to 
levy some new taxes. Suddenly 
we find ourselves taxed for glass, 
lead, paper and tea. Here again 
we are firm and refuse to be taxed. 

Samuel Adams — Now we have come to the 
great question before us. Shall we 
submit to the tax on tea which has 
been forced upon us as a last re- 
sort ? 



Speaker for people — In the name of the peo- 
ple assembled here, I say " No ! 
We will submit to no taxation un- 
less we have the right as English- 
men to use our voice in the laying 
of the tax. We unite with Patrick 
Henry in saying, ' Give me liber- 
ty, or give me death ! * '* 

Adams — Down in the harbor are the tea 
ships. To-day is the nineteenth 
day they have lain in the harbor. 
To-morrow, the twentieth day, 
the law permits it to be landed. 
Something must be done soon. 

Speaker — New York and Philadelphia sent 
the ships back. Charleston al- 
lowed the landing of the tea, but 
stored it in damp cellars until it 
spoiled. We must do something. 

Samuel Adams — This meeting can do nothing 
more to save the country. Listen ! 
what is that I hear ? It sounds 
like an Indian warhoop. Let us 
depart quietly. Perhaps some 



move is already begun to save our 
liberty. 

Act II — On board tea ships in Boston Harbor 
Citizens disguised as Indians — 
Time, a dark night. 

Leader — Move along quietly, my men. The 
success of this deed depends upon 
our being quiet. Let each man 
work quickly. Empty every chest 
into the harbor. 

I St Citizen — Everything shall be done as you 
say. We will hold this tea-party 
in honor of our coming liberty. 
The King of England drinks to 
our health by this great tea-party. 

Leader [after all the tea has been emptied into 
the harbor] — Now let us go quietly 
back to land. When morning 
dawns, the King of England will 
find that he has been an unwilling 
guest and host at our famous tea- 
party. May he profit by this les- 
son ! 



Paul Revere and the Battle of Lexington 



Characters — Narrator — Paul Revere — Samuel 
Adams — ^John Hancock, Paul Re- 
vere's friend — British general and 
soldiers — American leader and 
minute men. 

Narrator — Once there lived a man whose 
name was Paul Revere. He heard 
that the British soldiers in Boston 
were coming over to Concord to 
capture the supplies that the 
Americans had stored there. He 
had a friend and he said to him : — 

Paul Revere — I hear that the British soldiers 
are coming over to Concord to 
capture the supplies we have there. 
You go up in that tower of the 
Old North Church. Watch the 



British very closely. If they go by 
land put up one light, and if they 
go by water put up two lights. I 
w^ill be on the opposite shore of 
the river with my horse ready to 
ride through the country and warn 
every farmer to be ready. 

Narrator — So the two friends parted. Paul 
Revere w^ent over to the opposite 
side of the river to prepare for his 
journey. His friend went up in 
the tower of the Old North Church. 
He watched and listened. It was 
very quiet and lonesome in the 
tower. All that could be heard 
vsras the hooting of owls as they 
flew around the tower. The rats 
scurried past his feet. All at once 
he heard a sound as if oars w^ere 
splashing in the water. He looked 
down and there were the British 
getting into their boats. He put 
up one light and then another. 
Paul Revere saw^ the first light and 
he jumped onto his horse. But as 



he turned to go he saw the other 
light. This told him that the Brit- 
ish were coming by water. Away 
he went, past farm-houses, and 
shouted as he rode by : — 

Paul Revere — The British are coming ! The 
British are coming ! Get up quick- 
ly and be ready to fight. 

Narrator — On he went toward Concord, warn- 
ing the farmers as he passed by. 
He w^as hurrying on to Concord to 
help the farmers there get the pow- 
der and supplies to a safe place. 
In the meantime all the farmers 
w^ho had been alarmed w^ere up 
and ready with the best weapons 
they had. They collected on Lex- 
ington Green, and by the time the 
British reached there what a sur- 
prise they had ! The Minute 
men were all ready to receive 
them. The British General shout- 
ed : — 

British General — Disperse, ye rebels! Ye 
rebels, disperse ! 



Narrator — But not a minute man moved from 
his place. Then the British Gen- 
eral became very angry and shout- 
ed: — 

British General — If you do not disperse my 
men will fire ! 

Narrator — But the American leader replied : 

American General — If there is to be war, let 
it begin here! 

British General — [turning to men.] Fire! 

American General — [turning to men.] Fire ! 

Narrator — The Minute Men saw more British 
soldiers coming up the road, so 
their leader dispersed his men un- 
til he could get more of their num- 
ber together. Then the British 
marched on to Concord for their 
second surprise. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass.^ 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large textbook. 



Every teacher of history should examine this series of Outlines. Thev 
are particularly valuable for class work, In reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 36 cents each, postpaid, 
except the English History which is 48 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Children 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. l"he expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Havfthome's Wonder Tales 

Stories from Chaucer King Arthur and His Knights 

The Lady of the Lake Little Snow-White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, these 

stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Israel Putnam 
Nathan Hale 



COMPLETE LIST OF HISTORICAL STORIES Ml 

WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 



7 



{ 



J J Christopher Columbus. 
( Ferdinand Magellan. 

2 I Francis Drake. 
I John Smith. 

2 f The French in Canada. 

1 Henry Hudson in the New World. 

. I Miles Standish. 
1 Roger Williams. 

e I Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

g ( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

8 George Washington. 

9 Washington, the Commander, at Valley Forge. 

j The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 

Israel Putnam. 
Nathan Hale. 

12 "' Daniel Boone. 

j^ / John Paul Jones. 

( George Rogers Clark. 

j^ j The Swamp Fox. 
( Thomas Jefferson. 

jc I Daniel Webster. 
1 Abraham Lincoln. 

16 Ulysses Simpson Grant. 



10 






^^B 



i 



CONTENTS 



Foreword 
Israel Putnam 
Nathan Hale 






WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 BoyUton Street 

BottoD. Mom. 



Ei7^ 
.3 



Copyright 1914 
By The Pabnet Company 



OEC 23 1314 

CI,A389{);6 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
v^ll then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She v^ishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
ito have the children speak as the characters spoke. 



Israel Putnam. 



Act I — At work in the field. 

Characters — Israel Putnam — Messenger — 
[plowing field.] 

Israel Putnam — There has been no news from 
Boston for two days. I wonder 
how things are coming out up 
there. There is sure to be some 
sign of a struggle soon. 

Messenger [in great haste] — The news has 
come from Boston that the British 
attempted to capture some sup- 
plies at Concord. They were foiled 
and forced to retreat in great haste 
to Boston. They are now being 
surrounded by the Americans. 

Israel Putnam — That is the news I have been 
waiting for. I shall lose no time 
in reaching Boston. Tell one of 
my men to take this horse from 



the plow. I shall have just about 
time enough to gather some forces 
and be on the march. 

Act II— At Battle of Bunker Hill. 

Scene I — Throwing up the breastworks. 

Characters — Israel Putnam, American Sol- 
diers, Dr. Joseph Warren, British 
Soldiers, Colonel Prescott. 

Colonel Prescott (to his squad of men) — 
There is no time to be lost. The 
fortifications must be ready before 
daybreak. 

Dr. Joseph Warren [to his men] — Good work, 
my brave fellows. General Gage 
will hear more from the "Rebels" 
in the morning. 

Israel Putnam [who has just arrived] — At 
last! We have been marching 
night and day to lend our aid. I 
heard some news on my way up. 

Colonel Prescott — What did you hear? 

Israel Putnam — I heard that the British intend 
fortifying this same hill to-morrow. 



Dr. Warren [laughing] — It doesn't always pay 
to wait until morning. We will 
give them quite a surprise. 

Act II— Scene II— The Battle. 

Soldier [on guard] — The British soldiers are 
now at the foot of the hill. 

Colonel Prescott — Get ready, my men. See 
that you are well hidden by the 
breastworks. Now for our sur- 
prise for the British. Remember 
our order, "Don't fire until you 
see the whites of their eyes ! " 

Israel Putnam — That is wise. We have no 
powder to spare. But powder or 
no powder, I say, " Fight ! Fight 
as you never fought before. Hush, 
they are almost to the top of the 
hill. 

Colonel Prescott [in clear voice] — Now is 
your chance. Give them the worth 
of your powder and bullets. 

Israel Putnam — [After soldiers have fired and 
British in great haste retreat down 



the hill]. See them run ! See 
them run ! A big surprise for the 
British that time. Lose no time 
loading your guns. They may 
change their minds and come 
back again. 

Dr. Warren — You are right. Here they come 
again. The Commander is order- 
ing them on. 

Colonel Prescott — Keep under shelter and 
give them the same greeting as 
before. 

Colonel Prescott [as British reach top of hill] 
— Ready — Fire. Make every bul- 
let tell. 

Israel Putnam [after British have retreated the 
second time] — They act as if they 
never expected to reach the foot 
of the hill alive. 

Soldier [from Dr. Warren's squad] — Dr. War- 
ren has been wounded. Come to 
him quickly. I think he is dying. 

Israel Putnam — Carry him off as quickly as 



possible. Go to a place of safety. 
[To Colonel Prescott] — They made 
a better fight that time. Look ! 
Look ! They are coming again. 

Colonel Prescott — There is nothing left for us 
but to retreat. All our ammuni- 
tion is gone. 

Israel Putnam [excitedly] — Retreat ! Never, 
after driving them back twice ! 
Use the butts of your muskets, 
stones, anything; but let us stand 
our ground to the finish. 

Colonel Prescott [after British gain more and 
more of an advantage] — Retreat 
carefully. There is nothing more 
we can do now. 

Israel Putnam — [some time later, after forces 
retreated in safety] — If we had 
only had more powder w^e would 
have shown them what rebels 
could do. We at least showed 
them that we intended to fight. 



Nathan Hale. 



Act I — Washington's Headquarters — New 
York. 

Characters — Gen. Washington; several cap- 
tains and lieutenants, Nathan Hale. 

Washington — Now that we have succeeded in 
escaping from Long Island, we 
must try still harder to evade an im- 
mediate attack from Lord Howe. 

Lieutenant — No doubt he is wondering yet 
how we ever managed to do it. 
No one but a brave and resource- 
ful general like you could have 
done it. 

Washington — My part in the retreat was 
played solely for the good of my 
country and her soldiers. Howe 
would have surrounded us in no 
time, and our small force would 



have been of no avail against his 
well trained army. But even now 
we have not a moment to spare. 
He realizes by this time that we 
are in New York. I wish I knew 
w^hat his plans are. So much de- 
pends on my moving in the right 
direction. What a terrible weight 
is on my mind to-night. You are 
all doing your best, but if there 
w^ere only some one w^ho could go 
over among Howe's army and 
find out some of his plans ! 

Captain — That would mean death to the one 
who tried. What if he should be 
captured ! We are in trouble 
enough already. 

Nathan Hale — Brave commander, may your 
mind be at ease! There is one 
who is not afraid. I will gladly go i 
as a spy, and if necessary give my 
life for my country. I will start 
in the morning. I will disguise 
myself as a school teacher and 
find out what 1 can. 



Washington — Your brave offer will never be 
forgotten. Go as soon as possible 
and work for the freedom of your 
country. May your life be spared 
for the deed you attempt. 

Act II — General Howe*s camp. 

Characters — Soldiers — Nathan Hale — General 
Howe. 

Soldier [bringing Hale before Howe] — We 
have here a person who has been 
around our camp. We have talked 
to him and believed him a friend 
of the British. To-day w^e have 
reason to believe he is a spy. We 
have found these papers and plans 
upon him. 

Gen. Howe [after examining prisoner] — I con- 
demn you to be hanged as a spy. 
Next Sunday morning is the day 
I name. [To soldiers] Place him 
under guard. 

Act III. Nathan Hale under guard — [That 
night.] 

Characters — Nathan Hale — Jailer. 



Nathan Hale — To-morrow morning, you 
say, I am to be hanged. Will you 
grant a wish by asking for a bible 
for me. If possible, ask that a 
clergyman be allowed to call 
upon me. 

Jailer — No, indeed, I will ask no favors for 
you. Why did you ask me ? You 
are a spy. A spy should ask for 
no favors. 

Nathan Hale [after writing letters to his mother 
and betrothed] — Surely you will 
not refuse this last request I make. 
Give these letters to some one to 
deliver to my mother. I shall never 
look on her face again. I beg of 
you to grant my wish. 

Jailer [tearing letters into pieces] — Here is the 
way I will deliver your letters. Now 
you see how many wishes I will 
grant for you. 

Nathan Hale — Here I spend the night without 
even a dying beggar's consolation. 
Not a friendly word can reach me. 



The thought of my mother at 
home waiting to receive me brings 
a bitter pang to my heart. But 
all is lost for me now. I resign 
myself to whatever comes to pass. 

Act IV — Nathan Hale about to be hanged as 
a spy. 

Characters — Nathan Hale — Gen. Howe — 
Jailer — Soldiers. 

Jailer — The scaffold is ready. Pass out to your 
reward for your act as a spy. 

Gen. Howe — Have you anything to say for 
yourself before you die ? 

Nathan Hale — I only regret that I have but one 
life to lose for my country. 



Something New in Geography Teaching 

Pupils^ Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-lecif form eind are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

t The OL/ TF/r furnished for each pupil will be : 

1. The Outlines: 2. A riap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

IF Each pupil's Geography when completed by himself will consist of the 
following: I. The Outlines; 2. Flap (colored); 3. The Pupil's 
Own Hap; 4. Answers to the Questions in Outline; 5. Interesting 
Pacts About the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

II The different School Geographies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them IS confusing to both teacher and pupil. An earnest effort has 
been made in these Outlines to select the reaUy important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

II These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents 
Writing Paper, " " " " .... " " " 1 5 cents 

Loose-Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper Is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen : 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this aeries of Outlines. They 
are particularly valuable for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Gliildreii 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out t'en books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress HawtFiorne's Wonder Tales 

Stories from Chaucer King Arthur and His Knights 

The Lady of the Lake Little Snow- White and other 

Trarels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 




h 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Daniel Boone 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. . 



1 
2 
3 
4 

5 
6 

7 

8 
9 

10 

11 
12 

• 

13 

14 

15 
16 



J Christopher Columbus. 
( Ferdinand Magellan. ^ 

( Francis Drake. 
1 John Smith. 

f The French in Canada. 

I Henry Hudson in the New World. 

I Miles Standish. 
1 Roger Williams. 

I Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 

( William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 

I The Charter Oak. 
1 Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forger 

5 The Boston Tea Party. 

( Paul Revere and Battle of Lexington. 

( Israel Putnam. 
|. Nathan Hale. 

c'ci Daniel Boone. 

f John Paul Jones. 
1 George Rogers Clark. 

( The Swamp Fox. 
\ Thomas Jefferson. 

Daniel Webster. 
Abraham Lincoln. 

Ulysses Simpson Grant. 



Foreword 



Daniel Boone 



CONTENTS 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 



• 3 
'M Z3 



Copyright 1914 
By The Palmer Company 



^ o./o 

BEG 23 i914 

©Gl, A3 899 17 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain Important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to knov^ the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character Is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services In some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Daniel Boone. 



Act I — Daniel Boone's home in wilderness — 
North Carolina. 

Characters — Daniel Boone — His Wife — Squire 
Boone, his brother. 

Daniel Boone — For nine years I have lived in 
this one spot. I long day by day 
to move farther into the wilder- 
ness. I know there must be good 
land and plenty of game to the 
west of the Alleghany Mountains. 
I cannot endure this life of quiet 
any longer. [To his brother] — 
What do you say to a trip over 
the mountains ? 

Squire Boone — The journey w^ould be a dan- 
gerous one. No doubt the woods 
are full of wild animals. The In- 
dians are probably the only inhab- 



itants, and they might not care for 
our company. 

D. Boone — The wilder the country, the better 
I will like it. Since my boyhood 
days 1 have loved the wilderness. 
I propose starting in two days 
toward the west. Will you ac- 
company me ? 

S. Boone — Yes, I will go, and there are others 
in this settlement who would be 
willing to risk something to own 
new land. Let us make our plans 
to-night. 

Mrs. D. Boone — Why, Daniel ! what will be- 
come of me and the children ? 

D. Boone — If the country proves as rich as I 
think, I will build a home for you 
and return for you to move there. 

Mrs. D. Boone — 1 fear this trip into the wil- 
derness may mean your death. 

Daniel Boone — Have no fear, I will use every 
means I can to save my life. I 
have been in w^ild places before. 
[To brother] — Come over to-night 



and bring Neighbor Stewart and 
four or five others with you, and 
we will make some plans for our 
trip. 

Act H — In the wilderness at Kentucky. 

Scene I — In an Indian Camp — Midnight. 

Characters — Indians (asleep) — Daniel Boone 
— Stewart [who had been captured 
by Indians seven days before.] 

Daniel Boone [to Stewart] — It seems as if they 
would never give us any chance 
to escape. Every moment we are 
under their watchful eyes. Can 
you not think of some plan ? 

Stewart — My only hopes are for to-night. 
They have eaten so heartily to-day 
and feasted so much that they 
seem to be sleeping more soundly 
than ever. If only this dusky sav- 
age sitting at my feet would go to 
sleep, there might be some chance 
of escape. No use trying to kill 
him. It would only arouse the 
others. 



Indian gets up and goes between Boone and 
Stewart, preventing them from 
talking any longer. Soon, how- 
ever, he, too, falls asleep. 

D. Boone [creeping stealthily over to Stewart, 
who has fallen asleep] — Wake up ! 
All are now sleeping. Follow me 
quietly. Go on your hands and 
knees until we are far out of their 
sight. Then we'll make for camp. 

Stewart [some moments later] — Sh ! Sh ! I 
thought I heard a sound. Go as 
quickly as possible. Make for the 
shelter of those trees. This is 
our last chance for life. 

Act II — Scene II — At Boone's deserted camp — 
Next morning. 

Characters — D. Boone — Stewart. 

D. Boone — At last we have reached here in 
safety. Our friends will be pleased 
to see us. 

Stewart [who has been in log hut] — It looks 
as if we would have to search for 
them. Everything is deserted. 



D. Boone — Where can my brother and the 
others be ? Perhaps they are out 
searching for us. I hope they 
don't fall into the hands of our 
Indian enemies. 

Stewart — It seems good to be back to the 
camp again. I'm mighty glad to 
have my scalp. 

D. Boone — Let us prepare dinner for our- 
selves. Perhaps the others will 
come back before night. 

Act II — Scene III — D. Boone's Camp — Some 
weeks later. 

Characters — D. Boone — Stewart — Squire 
Boone — Companion . 

Daniel Boone — It worries me what could have 
happened to my brother and the 
others. 

Stewart — Perhaps they tired of wilderness 
life, and have returned home. I'm 
getting a little tired myself, but I 
won't leave you here alone. 



Squire Boone [outside log hut] — Some one 

must be in our hut. See ! Smoke 
is coming from the comer of the 
hut. Who can be there ? 

Companion — Perhaps your brother and Stew- 
art have come back during our 
absence. 

Squire Boone — More likely Indians are within. 
We'll creep up slowly and quietly 
and see. Is your gun loaded ? 

Squire Boone [as Daniel Boone and Stewart 
come from other side of log hut] — 
My brother ! I never expected to 
see you alive again. What hap- 
pened to you? 

[All return to hut and seat themselves around 

campflre.] 
Companion — Tell us what happened to you. 

We had given you up for dead. 

D. Boone — We were having fairly good hunt- 
ing luck when we were suddenly 
surprised by a band of warlike 
Indians. They must have heard 
the crack of our rifles and followed 



our trail. We were taken to their 
camp and closely watched night 
and day. We finally escaped one 
night after they had all fallen 
asleep after a day and night of 
feasting. We stole away and lost 
no time reaching here. We 
thought you must have gone home. 

S. Boone — The others left for home, frightened 
at your fate. I could not go back 
without first searching for you. 

Act II — Scene IV — Some days later. 

Same place — ^Same characters. 

Companion [hurriedly entering camp where 
D. Boone and S. Boone are cook- 
ing venison] — Oh ! Oh ! Stewart 
is dead ! Stewart is dead ! I heard 
a shot over beyond this clearing. 
I called to Stewart and asked him 
what game he had captured. 
There was no answer, so I went 
to look. He lay dead among the 
bushes. A bullet entered his 
heart. 



D. Boone — That is the work of those Indians 
who captured us. Get the rifles 
ready and we will go and bury 
Stewart. Poor Stewart. They 
found you at last. Til try to 
give them a harder fight. 

Companion — I've seen enough of this wild 
life. I'm going home. You may 
stay and risk your lives, but I'll 
start now. 

D. Boone — I intend to make my home here 
if I have to live in the trees by 
night and hide in the bushes by 
day. 

Act III — Kentucky Wilderness — Six months 
later. 

Characters — Daniel Boone — Squire Boone. 

Daniel Boone [after shooting a wild duck] — I 
am afraid my rifle was heard that 
time. I think I hear sounds of 
some one approaching. I'll climb 
this tree and look around. [Up 



in tree 
proach. 



[sees his brother ap- 



D. Boone [climbing down again, he quickly 
runs and greets his brother, who 
has been away for three months, 
returning with horses, ammunition 
and food]— Well ! Well ! I thought 
you would never return. What 
news do you bring from home ? 

Squire Boone — All are well and anxious for 
your safety. They all think we 
are foolish to remain in the wilder- 
ness much longer, thinking it will 
surely be our death. How have 
you fared since 1 left ? 

D. Boone — 1 have been so busy dodging In- 
dians and wild beasts that I 
haven't had much time to think 
of anything except to wonder 
when you would return. I haven't 
slept in the hut since you left. I 
haven't even dared kindle a fire 
lest they should trace me by its 
smoke. I have lived in the most 
concealed places, and have often 
had very little to eat. I'm mighty 
glad you brought some good food. 



S. Boone — Have you seen many Indians lurk- 
ing around ? 

D. Boone — I have been up in that tall tree and 
have seen them come day after 
day, search the hut for me, and 
then go off disappointed looking 
for my tracks. 

S. Boone — Now that I have returned with the 
provisions, we will lose no time 
searching for a good spot for set- 
tlement. Then we'll return home 
for our families and see if we can't 
persuade some of our neighbors to 
come and make their homes here. 

D. Boone — In my wanderings, lately, I found 
a good spot for a settlement. It 
lies upon the banks of the Ken- 
tucky River. After we have eaten 
a good meal, we will take a look 
around. 

Act IV — Settlement of Boonesborough — Ken- 
tucky River — Kentucky Wilder- 
ness. 

Characters — D. Boone — His family — S. Boone 



— Several men of settlement — 
Frances and Betsey Calloway — 
Jemima Boone. 

Scene 1 — D. Boone's daughter and two girl 
friends captured by Indians. 

Jemima — It's great sport out here in Kentucky. 
I love to live by a river. I'd never 
tire of paddling a canoe. Do you 
like it out here, Frances ? 

Frances — I'd like it better if it wasn't for the 
Indians. Father says they will 
never be very friendly. They 
seem to want to kill us all. 

Jemima — They have captured my father many 
times. He says they are angry 
because this is their best fighting 
ground. They call it the " Dark 
Ground," because so many bat- 
tles were fought here between the 
tribes. 

Betsey — Oh ! let's not talk about Indians. It 
makes me shiver. I think I hear 
them in the bushes every time I 
hear them talked about. 



Jemima — I thought I saw something moving 
back of those bushes. 

Betsey — Come ! let's go back to the other side 
of the river. Vm afraid, out of 
sight of the fort. 

Indian [jumping from behind bushes, grabs 
rope hanging from canoe and 
quickly pulls it to shore] — No go 
back novvr. Redmen will take you 
home. 

[Other Indians come up and make girls pris- 
oners, marching them off through 
forest.] 

Indian [who has noticed Jemima Boone break- 
ing twigs and dropping them to 
mark the trail] — If you drop twigs, 
w^e will tomahawk you. See! 
Raising tomahawk above her 
lead.] — Walk faster. 

Jemima [after some time begins to tear bits of 
of her dress and drop them unob- 
served] — If father can only find 
us. I wish I had stayed near the 
fort. 



Act IV — Scene II — Boonesborough — At night. 

Man from fort [rushing out to D. Boone and 
Calloway, who have been hunting 
all day] — Jemima, Frances and 
Betsey have been captured by the 
Indians. They paddled over to 
the other side of the river. The 
Indians were hiding in the bushes 
and captured them. We couldn't 
get near enough to help them, be- 
cause they had the only canoe. 

Daniel Boone — Get the guns ready. Get plenty 
of ammunition. We must follow 
them as soon as daybreak. Oh ! 
If I had only known this sooner. 
They may be killed before we 
reach them. 

Calloway — Why did the girls go out of sight 
of the fort? I have told them 
many times that the Indians were 
very unfriendly and that they must 
keep inside the fort. 

Daniel Boone — Probably they saw us go away 
this morning and felt braver. Til 



settle with them if any harm comes 
to the girls. I can hardly wait 
until morning comes. 

Act IV — Scene III — Finding the Indian Trail 
— Rescuing the girls — The next 
day. 

D. Boone — At last ! Here are their tracks. 
They have gone this w^ay. The 
'* Buffalo Road*' looked easier to 
travel. If we only find them 
soon I will be happy. They must 
tire soon. 

Calloway — Here is a piece of a girl's dress. 
Maybe they have been killed 
already. 

D. Boone [finding more pieces] — No, here is 
some more. One of the girls 
must have dropped them for a 
clew^. 

Companion — Look ! Look ! There is some 
smoke rising ! We must be near 
their camp. 

D. Boone — Sh ! Sh ! There they are behind 
those bushes. Go up carefully. 



They might kill the girls if they 
saw us. 

Indians [looking back, see Boone and his com- 
panions] — White men ! White 
men ! Run ! Run ! 

fD. Boone and his followers fire, killing four 
Indians. Others run away in 
great haste, leaving girls and 
weapons behind them.] 

Girls [rushing toward their father] — Oh ! 
father, we are so glad you found 
us. We never thought we'd be 
alive when you got here. They 
said they'd tomahawk us. 

D. Boone — We were afraid you would be 
dead. I hope this will teach you 
a lesson to keep near the fort. 

Calloway — Come back home now, and re- 
member what I have told you 
about the Indians. 

Act V — Fort at Boonesborough — Time, 1 778 
— June 20. 

Scene I — [At night.] 



Characters — Daniel Boone — Several people 
within the fort — Indians outside 
the fort. 

Daniel Boone [pounding on gate and shout- 
ing] — I am Daniel Boone. Come, 
get up and let me in. There is no 
time to be lost. 

Man in fort [awakened from sleep] — Can it 
really be Boone who has come 
back after all these months. [Opens 
gate.] — Is it really you, Boone ? 
We gave you up for dead. How 
did you finally manage to escape ? 

[Both go into one of log houses. Companion 
procures a light.] 

Companion [looking at Boone in surprise.] — 
You have Boone's voice, but you 
look like an Indian. 

Daniel Boone — I have been an Indian for sev- 
eral months. But I can't stop to 
tell you much now. The Indians 
are probably close on my trail this 
moment. Call up all the men and 
get the women and children into 
places of safety. We must hur- 



riedly prepare to defend our 
homes. 

D. Boone sinks exhausted on a log stool. 
Companion goes to alarm men of 
Boonesborough. All soon assem- 
ble outside. Daniel Boone goes 
out to tell them. 

All [shouting] — Hurrah ! Hurrah ! Three 
cheers for the Indian, Daniel Boone. 

D. Boone — Stop cheering now. Get to work 
quickly to see if the fortifications 
are strong. Get in all the cattle 
from outside. Load your muskets. 

1 St Man — Why ! what is the matter ? 

D. Boone — I heard the Indians planning an 
attack upon you. They tried their 
best to guard me, but I finally es- 
caped about four days ago. I 
have travelled about one hundred 
and sixty miles and have had only 
one meal. I didn*t dare stop for 
anything. I fear they may be here 
any moment now. Let us begin 
w^ork right away. 



Act V — Scene II — Indians outside fort de- 
manding its surrender — Boone and 
companions within making last 
attempts at safe fortification. 

D. Boone [mounting to top of high gate] — 
Many thanks to you for waiting 
for us for two days. We intend 
to defend our fort to the finish. 

Indian Chief — Send out twelve of your men 
and we will make peace. Red 
men don't want to fight now. 
They want to make peace. 

Boone [to twelve strongest men] — Go out and 
see what they mean. They may 
intend treachery. We will defend 
you. If they show any signs of 
fight, make for the shelter of the 
fort quickly. 

D. Boone [sometime later] — Look ! Aim 
quickly. The Indians are trying 
to seize the men. Good, they have 
broken loose. Fire again. Keep 
them back until the men reach the 
gate. 



Men [shouting to Boone as they get inside the 
fort] — I guess it's fight they want. 
We had to make a lively run to 
escape them. 

D. Boone — Get to your places at the loop- 
holes. They mean to fight, and 
we'll give them all they want. 

Act V — Scene III — After Indians have gone 
aw^ay. 

D. Boone — Well! There they go. I guess 
they have given it up. It's well 
they did, because we would have 
fought to the finish. 

1st Man — They tried everything. We dis- 
covered some of them trying to 
dig a tunnel under the fort. We 
fired upon them and drove them 
away. 

D. Boone — They may come back again, but 
we'll be on our guard. They will 
find out that we intend to remain 
on these grounds. 



Something New in Geography Teaching 

Pupils^ Outlines 
in Geography 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leaf form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

H The OUTFIT furnished for each pupil will be : 

I. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

H Each pupil's Geography when completed by himself will consist of the 
following: I. The Outlines; 2. flap (colored); 3. The Pupil's 
Own Hap; 4. Answers to the Questions in Outline; 5. Interesting 
Pacts AI)out the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

1 The different School Geographies do not give a common body of fact 
and the great mass of unorganized geographic material given by most 
of them is confusing to both teacher and pupil. An earnest effort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully in 
the time alloted to the study of geography. The method is in accor- 
dance with the latest pedagogy. 

1 These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies now in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched . . .Package 36 sheets, I5 cents 
Writing Paper, " " " " .... " " " 1 5 cents 

Loose-Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



\ 

Eyery teacher of history should examine this series of Outlines. They 
are particularly valuable for class work, In reviewing and for ready ref - 
ercnee. Teachers will find them helpful in the preparation of examina- 
tion papers. 

SubstantUUv bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for diildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten bgoks containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a "Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Hawthorne's Wonder Tales 

Stories from GKaacer King Arthur and His Knights 

The Lady of the Lafce Little Snow- White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels In Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - • Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



John Paul Jones 
George Rogers Clark 



COMPLETE LIST OF HISTORICAL STORIES 


1 


WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 


j Christopher Columbus. 
VFerdinand Magellan. 


2 


( Francis Drake. 
(John Smith. 


3 


1 The French in Canada. 

1 Henry Hudson in the New World. 


4 


f Miles Standisli. 
1 Roger Williams. 


5 


1 Peter Stuyvesant in New Amsterdam. 
( Exploration of the Mississippi. 


6 


5 William Penn and the Quakers. 

( LaSalle and his journey down the Mississippi. 


7 


1 The Charter Oak. 
I Patrick Henry. 


8 


George Washington. 


9 


Washington, the Commander, at Valley Forge. 


10 


( The Boston Tea Party. 

\ Paul Revere and Battle of Lexington. 


11 


J Israel Putnam. 
( Nathan Hale. 


12 


. Daniel Boone. 


13. 


}cf John Paul Jones. 
( George Rogers Clark. 


14 


( The Swamp Fox. 
( Thomas Jefferson. 


15 


J Daniel Webster. 
( Abraham Lincoln. 


16 


Ulysses Simpson Grant. 



CONTENTS 



Foreword 

John Paul Jones 
George Rogers Clarke 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY, CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 



3 

'Hz 5 



Copyright 1914 
By The Palmer Company 



f 



0»( 9 



DEC 23 1314 

C1,A389967 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



John Paul Jones. 



Act I — On board Bonhomme Richard. 

Characters — John Paul Jones — Sailors on 
American vessel — Sailors on Brit- 
ish Vessel, Serapis — Commander. 

John Paul Jones [after fighting for some time] 
— Load the guns, but do not fire 
them. [To pilot] — Come as close 
as possible to the enemy's ship. 

British Commander [shouting to Jones] — Have 

you struck? 
J. P. Jones — I have not begun to fight. 

[As vessels come in touch, Jones lashes them 
together with his ow^n hands.] 

J. P. Jones [to his men] — Don't lose any time 
in firing. Climb the masts and fire 
down upon them. 

Sailor [a few moments later] — One of our 
hand grenades fell upon the ene- 



my*s deck. A powder chest was 
exploded by it. 

John P. Jones [about two hours later] — The 
enemy cannot hold out much long- 
er. — See! the commander has al- 
ready struck his colors. 

Sailor [in great excitement] — We are slowly 
sinking ! What is to be done ? 

J. P. Jones — The day is won for us. The 
British Commander has surren- 
dered. Let us move as quickly as 
possible to one of the sound ves- 
sels. Give the signal to one of 
our vessels for relief. 



George Rogers Clark. 



Act I — Meeting with Patrick Henry. 

Characters — Patrick Henry — George Rogers 
Clark. 

George R. Clark — I have come to receive 
your permission and help in what 
I consider a good plan. 

Patrick Henry — What is this plan? 

George R. Clark — The people of Kentucky 
are constantly in danger of attacks 
from the Indians of Canada, Illi- 
nois and Indiana regions. They 
are encouraged to make attacks 
upon us by the English in the forts 
of that region. The English Com- 
manders give them ammunition 
and provisions to attack us. They 
come upon us and capture some 
of our people. The English give 



a high ransom for all the captives 
they get. Those they do not 
want are scalped by the Indians. 
We have lost too many of our 
people. I have come to ask your 
permission to go and attack these 
English forts and hold them against 
Indian invasion. 

Patrick Henry — The plan seems almost im- 
possible of success. However, I 
will give you what help I can. 
Kentucky belongs to Virginia, so 
I have the power to help my own 
people to protect their lives. I 
will give you six thousand dollars 
($6,000) in paper money. You 
may raise an army of seven com- 
panies of fifty men each. Every 
man who joins your company will 
be promised three hundred acres 
of the land conquered if you are 
successful in capturing the region. 

G. R. Clark — I will never stop until I have 
captured the whole Northwest 
Territory. 



Act II— At fort established on Ohio River 
just above the Falls. 

Characters— George Rogers Clark— Settlers- 
Men and women. 

Geo. R. Clark— Now I will tell you why I have 
asked you to follow me. I have re- 
ceived permission from the Council 
of Virginia to attack the British 
forts of Kaskaskia and Vincennes. 
These forts keep the Indians of 
the Northwest Region supplied 
with powder to attack the people 
in the wilderness. We will seize 
these forts and claim the North- 
west Territory for the United 
Colonies. Every man who helps 
to capture this territory will be 
given three hundred acres of land 
for his own use. 

Dissatisfied Man— We do not want to go on 
such a dangerous undertaking. 
We would rather have our present 
homes than risk the danger of be- 
ing captured and killed. 



Geo. R. Clark — I intend to surprise them and 
capture the forts before they know 
anything about it. We will col- 
lect supplies for a few weeks and 
then prepare for a long march 
through the wilderness. 

Dissatisfied men gather in group and talk of 
going home. 

Geo. R. Clark (to faithful followers) — Station 
a guard outside the fort and see 
that none escape. We will begin 
drilling them to-morrow. We 
cannot afford to lose any of our 
force. 

Act III — Capture of Kaskaskia. 

Scene I — Outside the town. 

Characters — Gen. Clark — His soldiers. 

Gen. Clark (to one part of his army) — Sur- 
round the town as quickly and 
quietly as possible. Capture any 
one who attempts to escape. The 
people w^e captured upon that 
farm over there say that the 
town is made up mostly of French. 



The Indians left the town a few 
days ago. 

[To another part of army] — Go 
quietly from house to house and 
tell the people they are under 
guard and will have to surrender. 
[To another part] — Come with me 
and we will quickly surround the 
fort and force its surrender. Move 
as quietly as possible, in order to 
make the surprise as complete as 
possible. 

Scene 11 — Capture of fort. 

Characters — Gen. Clark and soldiers — Com- 
pany in fort. 

G. R. Clark — Hark ! Do you hear the music 
of violins ? They must be having 
a fine time within. They little 
dream that they will have to sur- 
render soon. 1 will steal in quiet- 
ly, and if there is any need of 
firing I will give the signal. 

Act III— Scene III— Within the fort. 

G. R. Clark — Leaning against door watches 
festivities within. 



Indian [who has just discovered Clark's pres- 
ence, giving war-whoop] — White 
Man — Stranger. 

G. R. Clark [as dancers turn and seek protec- 
tion] — Keep on dancing, but re- 
member, you are dancing under 
the British Flag no longer. 

Act IV — Subduing the Indians who are not 
in favor of American control. 

Characters — Indians — Gen. Clark — Soldiers. 

Gen. Clark [to Indians] — I now release the 
captives who were treacherous to 
us. They may now^ listen to what 
I have to say. Here is the wam- 
pum belt [handing it to captive 
chiefs]. I do not care for your 
treachery or enmity. I have a right 
to put these captives to death, but 
instead I will escort you outside 
the tow^n, and in three days w^e 
will begin war upon you. We will 
see which one can make the war 
belt more bloody. Now you may 
depart, The Council is over. 



Indian Chief — We want peace. Redmen do 
not want war. We only wanted 
to see if the Frenchmen were your 
friends. We are sorry. Make 
peace with us, Great White Chief. 
Gen. Clark — 1 came to you as a warrior. I 
do not beg for peace. I carry peace 
in my right hand, war in my left 
hand. If you are friendly, I will 
be your friend, but if you wish 
war, I will call upon the people 
from the thirteen council fires and 
assemble warriors so numerous 
that the land will be darkened. 
Offering them war belt and peace 
Delt] — Take your choice now of 
these belts. 

Indian Chief — We want peace. We will be 
true to the American warriors. 

Act V — Capture of Vincennes. 

Scene I — In the woods near Vincennes. 

Characters — Gen. Clark — Soldiers. 

Gen. Clark — At last we have reached dry 
ground. Kindle some fires as 



quickly as possible, so that those 
who are weak may be revived. 
We must lose no time in advancing 
upon the fort before any alarm is 
given. 

I st Soldier — It seems so good to reach dry 
land. I thought that we certainly 

w^ould never reach here alive. 

2nd Soldier — At this time of the year it was a 
terrible march. 

Gen. Clark — Cheer up, my men. The worst 
is over. 1 have just received word 
that no one suspects our approach. 
We will have a good warm meal 
and a short rest and start on. Be 
as brave to the end as you have 
been so far. 

Act V — Scene II — Capture of fort. 

Characters — American soldiers — British sol- 
diers — Gen. Clark — Gen. Hamil- 
ton. 

Gen. Clark — Take this message to Gen. Ham- 
ilton. I have told him that an im- 
mediate surrender will be bet- 



ter. If I have to storm the fort I 
have told him that all captured 
will be treated as murderers. 

Messenger [returning some time later] — Gen. 
Hamilton sends word that British 
soldiers will do nothing dishonor- 
able. 

Gen. Clark — Then renew the attack at once. 
We will show him that surrender 
will be the best thing for all. 

Soldier [some time later] — Look ! Look ! see 
the flag of truce! The fort has 
surrendered. 



Something New in Geography Teaching 

Pupils^ Outlines 
in Geograpiiy 

By District Superintendent B. NORMAN STRONG 
Arsenal School District, Hartford, Conn. 

These Outlines aim to standardize the teaching of Geography. 
They are in the loose-leeif form and are to be put into the 
hands of the pupil leaf by leaf as the study progresses. 

1! The OUTFIT furnished for each pupil will be : 

1. The Outlines; 2. A Hap of the Continent Studied; 3. Drawing 
Paper; 4. Writing Paper; 5. Loose-Leaf Cover. 

H Bach pupil's Geography when completed by himself will consist of the 
following: i. The Outlines; 2. /lap (colored); 3. The Pupil's 
Own Hap; 4. Answers to the Questions in Outline; S. Interesting 
Pacts About the Outline Topics; 6. Compositions on Special Topics; 
7. Pictures Collected or Drawn by the Pupil. 

H The different School Geographies do not give a common body of fact 
and the great mass of unorganized geograpliic material given by most 
of them is confusing to both teacher and pupil. An earnest elfort has 
been made in these Outlines to select the really important facts that are ac- 
cepted by all, and that can be taught reasonably and delightfully In 
the time alloted to the study of geography. Tlie method is in accor- 
dance with the latest pedagogy. 

11 These Outlines do not aim to supersede but to supplement and vital- 
ize the regular Geographies nov? in use. They contain numerous cross- 
references to the latter ; also to many supplementary sources of 
information. 

Pupils' Outlines in Geography for Europe, Asia, Africa, North 
America, South America, and United States are now ready. 

PRICES 

The Outlines, with Colored Hap 20 cents 

Drawing Paper, proper size and Punched ...Package 36 sheets, I5 cents 

Writing Paper, " " " " ... " " " 1 5 cents 

Loose.Leaf Covers, especially designed for these Outlines, each 20 cents 

The above items can be purchased separately if desired. 

Specify whether ruled or plain writing paper is desired. 

Special prices on large quantities. 

THE PALMER COMPANY, Educational Publishers 

120 BOYLSTON STREET, BOSTON, MASS. 



Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing terra I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is ki itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this series of Outlines. They 
are particularly valuable for class work, in reviewing and for ready ref- 
erence. Teachers will find them helpful In the preparation of 'examina- 
tion papers. 

Substantially bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for Gdildreii 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who controlthe reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T. Stead, the former editor of the English Review 
of Reviews. 

' Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a ''Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Hawthorne's Wonder Tales 

Stories from Chaucer K.ing Arthur and His Knights 

The Lady of the Lake Little Snow- White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid.. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, •> - \Boston, Mass. 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



The Swamp Fox 
Thomas Jefferson 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY, CONN. 



1 

2 
3 

4 
5 
6 

7 

8 
9 

10 

11 

12c 

13' 

14 

IS 
16 



{ 



i 



Christopher Columbus. 
Ferdinand Magellan. 

Francis Drake. 
John Smith. 

The French in Canada. 

Henry Hudson in the New World. 

Miles Standish. 
Roger Williams. 

Peter Stuyvesant in New Amsterdam. 
Exploration of the Mississippi. 

WillTam Penn and the Quakers. 

LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forge. 

The Boston Tea Party. 

Paul Revere and Battle of Lexington. 

Israel Putnam. 
Nathan Hale. 

Daniel Boone. 

John Paul Jones. 
George Rogers Clark. 

The Swamp Fox. 
Thomas Jefferson. 

Daniel Webster. 
Abraham Lincoln. 

Ulysses Simpson Grant. 



CONTENTS 



Foreword 



Gen. Marion — The Swamp Fox 



Thomas Jefferson. 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boston, Mass. 



• 3 
'HIS 



Copyright 1914 
By The Palmer' Company 



DEC 23 1314 

©CLA38996G 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to knovvr the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another v^ho traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused v^th another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Gen. Marion— The Swamp Fox. 



Act I— In the Wilderness — At Midnight. 

Characters — Gen. Marion — His soldiers. 

Gen. Marion — Well, my brave men, we have 
been chosen to defend South Car- 
olina to the best of our ability. 
The American Army has been 
beaten so far. Let us strive to do 
all in our power to drive the Brit- 
ish from our land. 

1 St Soldier — We will all help, but what are 
we to do for weapons. Where 
can we get swords? We have 
some old guns that may serve us 
very well for a while. 

Gen. Marion — I, too, have been thinking of 
hovsr to procure swords. There 
are many unused sawmills around 
this region. Go and get the long 



saws from them. Take them to 
the blacksmiths and see what kind 
of sw^ords they w^ill make. 

2nd Soldier — We will do as you say and per- 
haps we may have the good fortune 
to capture better weapons soon. 

Gen. Marion — We are not strong in number, 
so our attacks w^ill have to be made 
in as secret a manner as possible. 
We must not appear in the open, 
as the British would soon capture 
us. We will hide ourselves in the 
forest by day and swoop down 
upon them whenever possible by 
night. 

3rd Soldier — We may be able to capture 
some of their supplies that pass 
near us. 

Gen. Marion — It is nearing another day. Let 
us disband until to-morrow^ night 
at 9 P. M. Meet me again near 
this same tree. The British will 
then begin to see what some brave 
men can do. 

4th Soldier — We may have some swords 



ready. I for one am anxious to 
begin the fight. 

Act II — In the Wilderness — Some weeks later. 

Characters — Gen. Marion — Body of soldiers. 

Gen. Marion — Let us keep as quiet as possi- 
ble. There is a British fort not 
far from here. They have some 
scouts around these woods. They 
would soon spread the alarm that 
we w^ere in the wilderness. [To 
one soldier] — What have you to 
tell me about the position of the 
British in the fort ? 

1 St Soldier [who had been sent on an explor- 
ing expedition] — The fort is built 
upon a high mound, one of those 
mounds which the Indians had 
built. The fort can be surrounded 
easily. As soon as the moon went 
down I crept as near as possible to 
the fort. There seemed to be sev- 
eral soldiers within. Toward mid- 
night another small band of British 
came to the fort, bearing supplies. 

Gen. Marion — Let us move forward as quick- 



ly as possible. When the moon 
has gone down and all is sufficient- 
ly dark, we will quietly surround 
this fort. We will have to do our 
work pretty lively, as the main 
British army is searching for me in 
another part of this vast forest. 
We must capture the fort and be 
in hiding again before their return. 

2nd Soldier — The British are very anxious to 
capture you. They have begun 
to call you the Swamp Fox — too 
sly for them to catch. 

Gen. Marion — Hark! I heard the crack of a 
rifle. Perhaps a British scout has 
already warned the soldiers in the 
fort. Let us go in hiding now and 
meet again w^hen the moon has 
gone. Get as near the fort as pos- 
sible, and then w^e w^ill surround it. 

3rd Soldier — We will appear at the signal 
from you. 

Act III — Taking the fort — Next night. 

Characters — Same as other scenes. 

Gen. Marion — Our attempt to surround the 



fort has been of no use. I thought 
to deprive them of getting water, 
but James tells me they are digging 
a well within the fort. I appointed 
him to climb a tree and see what 
he could. 

1 st Soldier — Is there no way in w^hich we can 
capture it 7 There are some Tories 
receiving shelter there that I would 
like to capture. 

Gen. Marion — My plan is to build a fort of 
logs higher than theirs and shoot 
down into their fort. What do 
you say to that plan ? 

2nd Soldier — That is just the thing. Let us 
begin at once. 

Gen. Marion — We will first divide ourselves 
into four parts. You [pointing to 
some soldiers] may be the first 
band to cut the logs. Work lively 
and in an hour we will relieve you. 
You [pointing to more of his band] 
may help in carrying and placing 
the logs. [To a third part] — Keep 
a close watch upon the fort and 



shoot the first head that appears. 
[To a fourth] — I will station you 
as guards. Keep a close watch 
through the trees for any approach 
of the British army. Give the 
alarm signal, so all will go well. 
Be brave, my men. Your coun- 
try's liberty rests w^ith you to-night. 

[All bands disperse to their various posts.] 

Act IV — Within the fort — Next morning. 

Characters — British soldiers — Some Tories. 

British Soldier [who has been on guard all 
night] — Wake up ! Wake up ! 
There is no time to be lost. Look 
and see what is rising among the 
trees. I thought the besieging force 
had moved away, but they have 
been more than busy. 

2nd Soldier [after all have seen Marion's log 
fort] — Indeed this is a surprise. 
Last night I awoke several times 
and heard a sound of chopping. 
I wondered at the time w^hat it 
could mean. I little realized what 
was going on. 



3rd Soldier — There is no time to be lost in 
wondering. The log mystery is 
fast filling with men. Some of 
them are aiming their guns now. 
Hurry and get sheltered, or your 
lives may be lost. 

Act V — Some days later — After the capture 

of the fort. 
Characters — Gen. Marion — Soldiers. 
Gen. Marion — Gen. Nathaniel Greene has 

been placed in command of the 

Southern Army. Let us hope for 

more victories soon. 

Soldier — We gave the soldiers and Tories we 
captured the other night over into 
his army. On our way back we 
met a force of British soldiers re- 
turning to Cornwallis's army with 
tw^o hundred American soldier 
prisoners. They did not see us 
and camped for the night near our 
hiding place. They felt so safe 
that the sentry did not bother 
about keeping awake. At a little 
after midnight, when all was still, 



we fell upon them and so startled 
them that they started to run, for- 
getting to secure their prisoners. 
The prisoners soon marched away 
in safety. They intended joining 
Gen. Morgan's forces at the Ca- 
taw^ba Valley. Here are some 
guns and swords the British forgot 
to take with them. 

Gen. Marion — Brave men you were. We, 
too, have been tormenting the 
British at every opportunity. Look 
under those bushes and see some 
of the supplies we have captured. 

Soldier [entering the hiding place] — There is 
a band of about fifty British and as 
many Tories about one mile farther 
back in the forest. I have hurried 
to warn you of their approach. 
They are carrying provisions. 

Gen. Marion — Make haste, my men. Place 
yourselves in safe positions and be 
ready for them. There shall be 
no end to our labors until the Brit- 
ish leave the land. 



Thomas Jefferson. 



Act I — Meeting of ** Continental Congress/* 

Characters — Thomas Jefferson, John Adams, 
Benjamin Franklin, Roger Sher- 
man, Robert Livingstone, Repre- 
sentatives from thirteen colonies. 

Speaker — After long deliberation, w^e have 
decided that there is nothing left 
but to declare our rights. The 
members of this meeting have ap- 
pointed Thomas Jefferson, John 
Adams, Benjamin Franklin, Roger 
Sherman, Robert Livingstone, to 
prepare a set of writings setting 
forth our rights. This meeting is 
now declared adjourned until July 
4, 1776. The committee is then 
requested to have the resolutions 
drawn up. 

Act II — Adoption of *' Declaration of Inde- 
pendence.'* 



Characters — Same as Act I. 

Speaker [calling meeting to order] — This meet- 
ing is now in readiness to hear the 
report of the Committee on Reso- 
lutions. 

Thomas Jefferson [reads from Declaration of 
Independence. 

Different representatives then vote upon 
Declaration]. Meeting may be 
carried on in regular form. 

John Hancock [as meeting is nearing a close] 
— We must be unanimous, we 
must hang together. 

Patrick Henry — Yes, we must all hang to- 
gether, or else we shall all hang 
separately. 

Speaker — This meeting is now adjourned. All 
the colonies whose representatives 
have voted are by this meeting de- 
clared free and independent. 

Act III — Thomas Jefferson — Louisiana Pur- 
chase. 

Characters — ^James Monroe — Thomas Jeffer- 
son — Others at meeting. 



Thomas Jefferson — Napoleon has forced Spain 
to give back the land between the 
Mississippi and the Rocky Moun- 
tains. It seems to me that it is 
time for the United States to take 
some part in transferring this land. 
Here we have land bordering on 
ours. Just think of what might 
happen if some colony 'should be 
planted there. This land should 
belong to us. Suppose England 
should win the land aw^ay from 
France. We w^ould then have 
England for a neighbor. Then 
there would be no end of trouble. 

James Monroe — What would you suggest as a 
good policy for the United States ? 

Thomas Jefferson — I would suggest that the 
United States attempt to buy the 
land from France. 

James Monroe — Do you think Napoleon would 
ever hear to such a sale } 

Thomas Jefferson — I am not sure, but feel that 
he might be glad to have more 
money to carry on his war with 



England. If the motion is ap- 
proved, I will send you to make 
the necessary negotiations with 
Napoleon. 

Act IV — Louisiana becomes part of the 
United States. 

Characters — Thomas Jefferson — Representa- 
tives from various states. 

Pres. Jefferson — The report of the negotia- 
tions has been received. Mr. 
Monroe states that Emperor Napo- 
leon will gladly sell the land lying 
between the Mississippi River and 
the Rocky Mountains, known as 
Louisiana. The price asked is 
$ 1 5,000,000. This purchase will 
extend the territory of the United 
States from the Atlantic Coast to 
the Rocky Mountains. This will 
not only enlarge our territory, but 
will secure for us the undisputed 
traffic of the Mississippi and stop 
all interference with our trade at 
the mouth of the river. Let us lose 
no time in making this purchase. 






Outline Studies in History 



ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen : 

During the passing terra I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of history should examine this series of Outlines. Th w 
are particularly valuable for class ■work, in reviewing and for ready ret- 
«rence. Teachers will And them helpful In the preparation of examina- 
tion papers. 

SubstantiftUy bound in boards, cloth back, 36 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



Great Stories for GRildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the best, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, reto^ by the late Mr. 
William T. Stead, the former editor- of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, tiiat is related in the text. 
The drawings allure the child to draw. They are simple and 
easy to imitate. 

Each story is a ''Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop'3 Fables 

Pilgrim's Progress Hawthorne's Wonder Tales 

Stories from Chaucer King Arthur and His Knigl^ts 

The Lady of the Lake Little Snow- White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents^ postpaid. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. ^ 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - • Boston, Mass. 




HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Daniel Webster 
Abraham Lincoln 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



1 

2 
3 
4 

5 
6 

7 

8 
9 

10 

11 
12 
13 

14 

15 
16 



{ 



Christopher Columbus. 
Ferdinand Magellan. 

Francis Drake. 
John Smith. 

The French in Canada. 

Henry Hudson in the New World. 

Miles Standish. 
Roger Williams. 

Peter Stuyvesant in New Amsterdam. 
Exploration of the Mississippi. 

William Penn and the Quakers. 

LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forge. 

The Boston Tea Party. 

Paul Revere and Battle of Lexington. 

Israel Putnam. 
Nathan Hale. 

Daniel Boone. 

• 

John Paul Jones. 
George Rogers Clark. 

The Swamp Fox. 
Thomas Jefferson. 

Daniel Webster. 
Abrahaip Lincoln. 

Ulysses Simpson Grant. 



CONTENTS 



Foreword 

Daniel Webster. 
Abraham Lincoln. 



WRITTEN BY 

MISS GERTRUDE HAND 

DANBURY. CONN. 



THE PALMER COMPANY 

120 Boylston Street 

Boilon, Mas*. 



..3 



Copyright 1914 
By TTie Palmer Company 






DEC 23 1914 



FOREWORD. 



IN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes wath him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She wishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my own personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused vsdth another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical M^ 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



I 



Daniel Webster. 



Act I — ^Purchase of the Constitution. 

Characters — Daniel Webster (eight years old) 
— Storekeeper — Old Soldier (Dan- 
iel's companion). 

Daniel Webster — Wait for me until I come 
out of this store. There is some- 
thing in here that I have wanted 
for a long time. 

Old Soldier [after Daniel has returned] — ^What 
have you in your hand ? 

Daniel Webster — This is a handkerchief that 
I bought for twenty-five cents. It 
took me a long time to save it, but 
1 was bound 1 would own it some 
time. 

Soldier — What is so wonderful about this 
handkerchief ? 

Daniel Webster — Look ! See what is printed 



upon it ! It is a copy of the Con- 
stitution of the United States. 

Soldier — Well ! Well ! and what can a young- 
ster like you do with that ? 

Daniel Webster — I am going to read it and 
learn all I can of it. 

Soldier — It will be good reading for you. I 
hope you will be true to it when 
you grow to be a man. 

Act II — In the hay-field at Daniel Webster's 
home. 

Characters — Daniel Webster — His father. 

Mr. Webster — My boy ! I often wish I had 
had the chance to get a good edu- 
cation. My life would have been 
so different. Day after day I labor 
and get only small reward for my 
work. 

Daniel — Dear father, you will not have to 
work forever. My brother and I 
will work for you and will wear 
our hands out, and then you shall 
have a chance to rest. 

Mr. Webster — I don't mind now, Daniel. I 



am living now for you and the 
other children. I haven't been 
able to give the older boys the 
chance for an education, but you 
are not strong and able to w^ork 
like them. I am going to try to 
do something for you. Exert your- 
self and improve all your time. 
Learn everything that is good for 
you, and then when I am gone, 
you will not have to undergo the 
hardships I have undergone, 
which have made me an old man 
before my time. 
Daniel — I will, father. Indeed I will. Til do 
the best 1 can, and some day you 
will be proud of me. 

Act III — Webster's Reply to Senator Hayne*s 
Speech. 

Scene I — The Night After Senator Hayne's 
Speech. 

Characters — Daniel Webster [Massachusetts 

Senator] — Another Senator. 
Senator — Are you prepared to answer Sena- 



tor Hayne's speech ? Every one 
is anxiously awaiting your ideas. 
It means the supremacy of State 
or Union. 

Daniel Webster — To-morrow I shall be able 
to answer Senator Hayne. The 
New England people will be satis- 
fied if 1 have the opportunity of 
defending the Union. 

Senator — I wish you success. Much depends 
upon your speech to-morrow. 

Act III— Scene II — At the Meeting — Senate 
Chamber — Boston. 

Characters — Daniel Webster — Several Sena- 
tors — Eager men and women. 

Friend [as Daniel Webster enters] — ^This is a 
critical moment, and it is time, it is 
high time, that the people of this 
country should know what this 
constitution is. 

Webster — Then, by the blessing of Heaven, 
they shall learn, this day, before 
the sun goes down, w^hat I under- 
stand it to be. 



Sen. Webster [taking his place, rises and makes 
his famous speech]. 

Mr. President There yet 

remains to be performed by far 
the most grave and important duty 
which I feel to be devolved upon 
me by this occasion. It is to state 
and to defend w^hat I conceive to 
be the true principles of the Con- 
stitution under vv^hich we are here 

assembled This leads us to 

inquire into the origin of this gov- 
ernment and the source of its 
power. — It is, Sir, the peopIe*s 
Constitution, the people's govern- 
ment, made for the people, made 
by the people, and answerable to 
the people. The people of the 
United States have declared that 
this Constitution shall be the su- 
preme law. We must either ad- 
mit the proposition or dispute their 

authority We are all agents 

of the same supreme power, the 
people The people, then. 



Sir, erected this government. They 
gave it a Constitution, and in that 
Constitution they have enumerated 
the powers which they bestow 
upon it Let it be remem- 
bered that the Constitution of the 
United States is not unalterable. 
It is to continue in its present form 
no longer than the people w^ho es- 
tablished it shall choose to con- 
tinue it If anything be 

found in the national Constitution 
.... which ought not to be in it, 
the people know how to get rid of 

it But while the people 

choose to maintain it as it is, while 
they are satisfied w^ith it and refuse 
to change it, who has given or who 
can give to the State legislatures a 
right to alter it, either by interfer- 
ence, construction, or otherwise ? 
.... It is to the Union we owe 
our safety at home, and our con- 
sideration and dignity abroad. It 
is to that Union that we are chiefly 



indebted for whatever makes us 

most proud of our country 

I have not allowed myself, Sir, to 
look beyond the Union to see 
what might lie hidden in the dark 

recess behind While the 

Union lasts we have high exciting, 
gratifying prospects spread out 
before us, for us and our children. 
Beyond that I seek not to pene- 
trate the veil. God grant, that in 
my day at least, that curtain may 
not rise ! God grant that on my 
vision never may be opened what 
lies beyond ! When my eyes shall 
be turned to behold for the last 
time the sun in heaven, may I not 
see him shining on the broken and 
dishonored fragments of a once 
glorious Union ; on States dissev- 
ered . . . . ; on a land rent with 
civil feuds, or drenched, it may be, 
in fraternal blood ! Let their last 
feeble and lingering glance rather 
behold the gorgeous ensign of the 



republic, now known and honored 
throughout the earth, still full high 
advanced, its arms and trophies 
streaming in their original lustre, 
not a stripe erased or polluted, nor 
a single star obscured, bearing for 
its motto, no such miserable inter- 
rogatory as, '* What is all this 
worth?" nor those words of delu- 
sion and folly, *' Liberty first and 
Union afterw^ards ** ; but every- 
where spread all over in charac- 
ters of living w^hite, blazing on all 
its ample folds as they float over 
the sea and over the land, and in 
every wind under the whole heav- 
ens, that other sentiment dear to 
every true American heart — '* Lib- 
erty and Union, now and forever, 
one and inseparable.** 



I 



Abraham Lincoln. 



Act I — Abraham Lincoln, the boy. 

Part I — By the fireside studying. 

Lincoln — My father often said that I should 
have a good education. He wished 
me to cipher clear through the 
Arithmetic. I have tried my best 
to learn, but books are hard to get 
out here in this lonely country. 
To-day I have succeeded in bor- 
rowing "The Statutes of Indiana." 

Step-mother — How many books have you 
read now, Abraham ? 

Abraham — I have borrowed and read Robin- 
son Crusoe, Pilgrim's Progress, 
Aesop's Fables, The Bible, Life of 
Washington, and a history of the 
United States. I have read them 
all to you. 



Step-mother — I enjoyed listening to them. 1 
hope you will read the new one 
aloud. What are you going to do 
this evening ? 

Abraham — I have made some ink from roots. 
Here I have a turkey quill for a pen 
and shingles for paper. To-mor- 
row when I go out into the field 
to work, I will have something 
written upon them to learn. 

Step-mother — You are a good boy, Abraham, 
and I hope you will some day 
have the chance to receive more 
education. 

Act II— Out in the field. 

Abraham Lincoln — I will rest here by the tree 
and read aloud what I have writ- 
ten upon these shingles. 

[ 1 St, reads from Declaration of Independence.] 

" When in the course of human events, it be- 
comes necessary for one people to dissolve the 
political bonds which have connected them 
with another, and to assume, among the 
powers of the earth, the separate and equal 



I 



station to which the laws of nature and of 
nature's God entitle them, a decent respect to 
the opinions of mankind requires that they 
should declare the causes which impel them 
to the separation. 

We hold these truths to be self evident — 
that all men are created equal ; that they are 
endowed by their Creator with certain inalien- 
able rights ; that among these are life, liberty, 
and the pursuit of happiness. 

[After he had finished reading.] 

Lincoln — I would like to be a lawyer. Perhaps 
if I work hard enough 1 may have 
the opportunity to be one. 

Act III— Lincoln — The Storekeeper. 

Characters — Lincoln — His Partner. 

Lincoln — I am rather tired this morning. I 

had a long walk of three miles and 

back again last night. 

Partner — What were you taking such a long 
w^alk for ? 

Lincoln — When I closed last night 1 discovered 
I had charged a customer six- 
pence too much. I knew where 



he lived, so I could not rest easy 
until I had returned the money. 

Partner — ^What is the sense of being so careful ? 

Lincoln — " Honesty is the best policy/* and I 
always hope to live up to it. I 
w^onder what is in that barrel I 
bought some time ago ? I thought 
of it last night. A man moving 
westward sold it to me for fifty I 
cents to lighten the load on his 
wagon. [After opening barrel] — 
Why ! it is full of books. Black- 
stone's Commentaries is the name 
of them. 

Partner — Well, you will have plenty to read 
now if you read all of those. I 
suppose you will spend all your 
spare time with them. 

Lincoln [who has been reading] — The more I 
read the more interesting they be- 
come. 1 will not be a blacksmith 
or a storekeeper. I am determined 
to become a lawyer. 

Act IV — Addressing the Republican State 
Convention. 



I 



Chairman of Meeting — We have unanimously 
elected you to represent us. We 
are ready to listen to you. 

Lincoln [responding] — A house divided against 
itself cannot stand. I believe this 
government cannot endure half 
slave and half free. I do not ex- 
pect the Union to be dissolved. I 
do not expect the house to fall — 
but I do expect it will cease to be 
divided. It will become all one 
thing or all the other. Either the 
opponents of slavery will arrest the 
further spread of it and place it 
where the public mind shall rest 
in the belief that it is in course of 
ultimate extinction ; or its advo- 
cates will push it forward, till it 
shall become alike lawful in all the 
states, old as well as new, — North 
as well as South. 

Act V — Issue of Emancipation Proclamation. 

[People reading bulletin setting forth Emanci- 
pation.] 



One person reads — Listen to what President 
Lincoln has to say. He has kept 
his threat. He said that if south- 
ern states did not return to the 
Union before Jan. 1, 1863, he 
would free all the slaves. They 
did not return, and he has kept 
his promise. [Reads] — ** I do order 
and declare that all persons held 
as slaves within said designated 
States and parts of States are and 
henceforward shall be free." 
[Turning to negro in crowd] — 
That says that you are free. 

Act VI — Dedication of soldiers' cemetery at 
Gettysburg.] 

Lincoln [dedicating] — Fourscore and seven 
years ago our fathers brought forth 
on this continent a new nation con- 
ceived in liberty and dedicated to 
the proposition that all men are 
created equal. Now we are en- 
gaged in a great civil war testing 
whether that nation or any nation 
so conceived and so dedicated can 



long endure. We are met on a 
great battle-field of that war. We 
have come to dedicate a portion of 
that field as a final resting place for 
those who here gave their lives that 
that nation might live. It is alto- 
gether fitting and proper that we 
should do this. But, in a larger 
sense, we cannot dedicate, we can- 
not consecrate, w^e cannot hallow 
this ground. The brave men, liv- 
ing and dead, who struggled here, 
have consecrated it far above our 
poor power to add or detract. The 
world will little note nor long re- 
member what we say here, but it 
can never forget what they did 
here. It is for us the living rather 
to be dedicated here to the unfin- 
ished work which they who fought 
here have thus far so nobly ad- 
vanced. It is rather for us to be 
here dedicated to the great task 
remaining before us — that from 
these honored dead we take in- 



creased devotion to that cause for 
which they gave the last full meas- 
ure of devotion — that we here 
highly resolve that these dead shall 
not have died in vain, that this na- 
tion under God shall have a new^ 
birth of freedom, and that govern- 
ment of the people, by the peo- 
ple, for the people, shall not perish 
from the earth. 

[Note : — This may be divided into several 
parts. Several different children may take the 
parts or class as a wrhole may take the parts.] 




ANCIENT HISTORY 
GRECIAN HISTORY 
ROMAN HISTORY 
ENGLISH HISTORY 
UNITED STATES HISTORY 



By MAUD E. KINGSLEY, A. M. ( 



A successful teacher says: — 

THE PALMER CO., Boston, Mass. 

Gentlemen: 

During the passing term I have used the Kingsley Outline of 
United States History with my teachers, who were preparing to 
take the examination for licenses to teach in New York City. 
I am glad to say that we are satisfied with that book. It is more 
than a mere outline; it is in itself sufficient for review, without 
the aid of a large text book. 



Every teacher of bistory shonld examine this series of Outlines. They 
are particularly valuable for class work, in reviewing and tor ready ref- 
erence. Teachers will find them helpful in the preparation of examina- 
tion papers. 

Substantially bound in boards, cloth back, 35 cents each, postpaid, 
except the English History which is 46 cents. 



THE PALMER COMPANY 

120 BOYLSTON STREET, - BOSTON, MASS. 



■a 

1 



Great Stories for Gtiildren 

THE importance of good literature for children can hardly 
be overstated. There is an unlimited demand from 
teachers and parents for really good material of this kind. 
Much is put forth that has no claim other than that its sale 
will benefit the publisher. Those who control the reading of 
the young should see that the bast, most helpful, most inter- 
esting stories are provided. The expense need not be great. 
The quality of the stories must be approved by the judgment 
of the best judges. 

We have just brought out ten books containing Ten of the 
Best of the World's Famous Stories, retold by the late Mr. 
William T, Stead, the former editor of the English Review 
of Reviews. 

Each volume is fully illustrated with charming line drawings, 
a picture for almost every page. The illustrations speak to the 
child. They tell the story pictorially, that is related in the text. 
The drawings allure the child to draw. , They are simple and 
easy to imitate. 

Each story is a ''Classic," approved by the judgment of 
generations of critical readers. 

The titles of the volumes are as follows : 

Aladdin and His Lamp Aesop's Fables 

Pilgrim's Progress Hawtliome's Wonder Tales 

Stories from Chancer King Arthur and His Knights 

The Lady of the Lake Little Snow- White and other 

Travels of Baron Munchausen Grimm's Fairy Tales 

Gulliver's Travels in Lilliput 

Attractively bound in decorated covers, 14 cents, postpaid. 

For supplementary reading in the grades, and home use, these 
stories cannot be surpassed. 

THE PALMER COMPANY, Publishers 

120 Boylston Street, - - Boston, Mass. 



■I* - ■ ' ■» .r-- i 



HISTORICAL 
STORIES 



IN 



DRAMATIC FORM 



Ulysses Simpson Grant 



■^ 4.. I. . .. ■ - ■ 



^ I 



COMPLETE LIST OF HISTORICAL STORIES 

WRITTEN BY MISS GERTRUDE HAND, DANBURY. CONN. 



1 
2 
3 

4 

5' 
6 

7 

8 
9 

10 

11 
12 
13 

14 

IS 
16 



{ 



Christopher Columbus. 
Ferdinand Magellan. 

Francis Drake. 
John Smith. 

The French in Canada. 

Henry Hudson in the New World. 

Miles Standish. 
Roger Williams. 

Peter Stuyvesant in New Amsterdam. 
Exploration of the Mississippi. 

William Penn and the Quakers. 

LaSalle and his journey down the Mississippi. 

The Charter Oak. 
Patrick Henry. 

George Washington. 

Washington, the Commander, at Valley Forge. 

The Boston Tea Party. 

Paul Revere and Battle of Lexington. 

Israel Putnam. 
Nathan Hale. 

.IJaniel Boone. 

<- c 

John Paul Jones. 
George Rogers Clark. 

The Swamp Fox. 
Thomas Jefferson. 

Daniel Webster. 
Abraham Lincoln. 

Ulysses Simpson Grant. 



CONTENTS 



Foreword 



Ulysses Simpson Grant. 



I 



WRITTEN BY 
MISS GERTRUDE HAND 

DANBURY, CONN. 



THE PALMER COMPANY 

120 Boylslon Street 
Boston, Mass. 



£'17 i 

■ 5 
■Hz 5 



Copyright 1914 
By The PaLnet Company 



DHC 22 1914 

C!.A3S99o2 



FOREWORD. 



TN publishing these plays, I have in mind three general 
purposes by which I hope to show their value in the 
teaching of history in the primary grades of our schools. 
In the first place, by the use of the plays, the children become 
familiar with the important events of history without realizing 
that they are performing a difficult task. They find a pleas- 
ure in representing the different characters and enter into the 
important happenings of the life of a character in such a man- 
ner that the events are permanently fixed in their minds. Col- 
umbus or any other character is, for the time being, a person 
living among them. They hear his voice and in their imagi- 
nations follow his career step by step, feeling his disappoint- 
ments and enjoying the successes with him. They are brought 
to see the past and to act out its life in such a manner that 
its characters become their heroes rather than persons about 
whom pages have been written to be learned. As they 
advance through the grades, the characters seem to draw them 
toward a book so that they may know more about their lives. 
Instead of giving the pupils page after page for a lesson, we 
will then find them eager to learn all they can about a charac- 
ter and the events which brought his career to worthy notice 
in history. 



Secondly ^ — A teacher is required to teach certain important 
historical facts in the grades. She aims to make her lesson as 
vivid as possible. She v^ishes the children to know the 
facts, so avails herself of the splendid opportunity of telling 
them an interesting story. The aim is to interest the children to 
remember facts. They do remember them for the time being, 
but as story after story comes to their ears, character after 
character takes its place in their minds, until I have found in 
my ovy^n personal experience, that no character is easily distin- 
guished from another who traversed nearly the same path. 
If, on the contrary, they talk as their hero talked when per- 
forming his deeds, all receive the benefit. No particular hero 
is confused with another because they see each one acting 
in his own place, giving his services in some way or another 
to form his country's history. 

Thirdly — The book can be placed in the hands of the 
children. The words are simple enough to be read by 
them and all can easily interpret the meanings of the con- 
versations. Here then they have their chance for historical 
knowledge. They can reach out for themselves and grasp 
consciously the facts that make the historical foundation which 
they need for all their later work. In class reading lessons 
there can be no better way to encourage good expression than 
to have the children speak as the characters spoke. 



Ulysses Simpson Grant. 



Act I — U. S. Grant in Mexican War. Time — 
After delivering message. 

Characters — U. S. Grant — Several soldiers, 
officers, Commander. 

U. S. Grant [coming into tent] — Here is the 
answer to the message. 

Commander (after reading) — You did well to 
bring the message across the line 
in safety. How did you manage 
to succeed ? 

U. S. Grant — " Before starting I adjusted my- 
self on the side of my horse far- 
thest from the enemy and with 
only one foot holding to the cantle 
of the saddle and an arm over the 
neck of the horse exposed, I 
started at full run. It was only at 
the street crossings that my horse 
was under fire, but there I crossed 



at such a flying rate that generally 
I was past and under cover of the 
next block of houses before the 
enemy fired. I got out safely with- 
out a scratch.'* 

Commander — You did well to think of such a 
plan. Your country will be proud 
of your bravery. 

Act 11 — At the capture of Fort Donelson. 

Characters — Gen. Grant — Soldiers of Union 
Gen. John McClernand — Gen. 
Charles F. Smith^ — Gen. Lew Wal- 
lace — Soldiers of Confederacy — 
Gen. Floyd — Gen. Pillow — Gen. 
Buckner. 

Scene I — In the Union Camp. Time — After- 
noon. 

Gen. Grant (returning from consultation with 
Admiral Foote, down the river) — 
What news is there this afternoon ? 

Gen. Wallace — The Union line is broken at 
the right. Gen. Smith's division 
became short of ammunition and 
had^to retreat to safety. 



Gen. Grant [crushing some papers in his 
hand, he waits for a moment as if 
greatly moved]. [To Gen. Wallace 
and Gen. McClernand] — Gentle- 
men, the position on the right must 
be retaken. [Goes off to aid of 
Gen. Smith.] 

Act II — Scene II — In the fort among Confed- 
erate Soldiers — Generals. 

Gen. Floyd, Gen. Pillow, Gen. Buckner, hold- 
ing council. Time — Evening. 

Gen. Buckner — All hope of retreat toward 
Nashville is gone. We must do 
our best here. I do not think I 
can hold out for more than a half 
hour in the morning. 

Gen. Floyd — I am under indictment at Wash- 
ington for trouble in the Buchanan 
Cabinet. I cannot afford to re- 
main here and be captured by the 
Union. I intend to escape on a 
boat arriving from Nashville in the 
morning. I resign my command 
to Gen. Pillow. 



Gen. Pillow — I, too, do not wish to remain 
here and be captured by the Union 
forces. 1 resign all command in 
favor of Gen. Buckner. 

Gen. Buckner — There is nothing left for me 
but to offer to surrender in the 
morning. The situation is hope- 
less. We are at the end of our 
stay in Fort Donelson. 

Act II — Scene III — In the Confederate Camp. 
Time — Morning. 

Gen. Buckner (to messenger) — Take the flag 
of truce and enter the Union lines 
w^ith this offer of surrender. I 
have asked Gen. Grant upon what 
terms he will accept our surrender. 

Act II — Scene IV — In Gen. Grant's headquar- 
ters — Sometime later. 

Gen. Smith (who took message from the mes- 
senger) — Here is a message from 
Gen. Buckner of the Confederate 
Army. 

Gen. Grant (reading). 



Headquarters, Fort Donelson, 
Feb. 16, 1862. 
Sir : — In consideration of all the circum- 
stances governing the present situation of 
affairs at this station, I propose to the Com- 
manding Officer of the Federal forces the 
appointment of Commissioners to agree upon 
terms of capitulation of the forces and fort 
under my command, and in that view sug- 
gest an armistice until 1 2 o'clock to-day. 

I am, sir, respectfully, 
Your ob't seV't, 

S. B. Buckner, 

Brig.-Gen. C. S. A. 
To Brig.-Gen. U. S. Grant, 
Com'ding U. S. Forces 
Near Fort Donelson. 
Gen. Grant [writing for a while]. 

To Gen. Smith] — Deliver this re- 
ply to Gen. Buckner. 

Act II — Scene V — In Confederate Camp — 
Sometime later. 

Messenger [entering Gen. Buckner's head- 
quarters] — I delivered your com- 
munication and here is the reply. 



Gen. Buckner [reading]. 

Headquarters Army In The Field. 
Camp near Donelson, 

Feb. 16, 1862. 

Gen. S. B. Buckner, 

Confederate Army. 

Sir : — Yours of this date, proposing armis- 
tice and appointment of Commissioners to set- 
tle terms of capitulation is just received. No 
terms except an unconditional and immediate 
surrender can be accepted. I propose to move 
immediately upon your v^orks. 

I am, sir, very respectfully, 
Your ob't seV't, 

U. S. Grant, 

Brig. Gen. 

Gen. Buckner — Those are certainly ungener- 
ous and unchivalrous terms. But 
I cannot sacrifice my men to need- 
less slaughter. 

[After writing for awhile] — Deliver 
my reply to U. S. Grant. 

Act II — Scene VI — Headquarters of Gen. U. 
S. Grant. 



J 



Gen. Smith [entering] — I have just been given 
another message from Gen. Buck- 
ner. 

Gen. Grant [reading message]. 

Headquarters, Dover, Tennessee. 

Feb. 16, 1862. 

To Brig. Gen. U. S. Grant. 
U. S. Army. 
Sir : — The distribution of the forces under 
my command, incident to an unexpected 
change of commanders, and the overwhelming 
force under your command, compel me, not- 
withstanding the brilliant success of the Con- 
federate arms yesterday, to accept the ungener- 
ous and unchivalrous terms which you propose. 
I am, sir. 

Your very ob't seVt, 
S. B. Buckner, 

Brig. Gen. C. S. A. 

Gen. Grant — I shall prepare at once to ride to 
Dover and dispose of all business 
at once. 

Act 11 — Scene VI — At Gen. Buckner's head- 
quarters. 



Gen. Buckner — If I had been in command you 
would not have got up to Donel- 
son as easily as you did. 

Gen. Grant — If you had been in command I 
should not have tried in the way I 
did. I relied very much upon the 
Commander allowing me to come 
up safely to the outside of the 
works. About how much of a 
force have you to surrender ? 

Gen. Buckner — I cannot tell with any degree 
of accuracy. All the sick and 
weak have been sent to Nashville. 
Gen. Floyd and Gen. Pillow left 
during the night, taking many men 
with them. Some others also es- 
caped during the night. You will 
not find less than 1 2,000 nor 
more than 15,000. I would like 
permission to send parties outside 
of the lines to bury the dead who 
fell on the 1 5 th while trying to get 
out. 

Gen. Grant — I will give directions that your 



permit to pass our lines shall be 
recognized. 

Act III — Surrender of Vicksburg. 

Characters — Union soldiers without, under 
Grant — Confederate soldiers with- 
in Vicksburg, under Pemberton. 

Scene I — Within Vicksburg. 

Gen. Pemberton — It is almost impossible to 
hold out any longer. We have 
fought for six weeks, and still there 
is no relief. 1 thought Gen. John- 
ston would come to my aid, but 
perhaps he has been captured. 

Soldier [entering] — The last of the supplies 
were given out yesterday. There 
is nothing for the people who 
clamor for food. 

Gen. Pemberton — We will hold out as long 
as possible for to-day. If no relief 
comes before the day is over, it 
will be necessary to surrender or 
try to evacuate the city. Take 
this message to each of the com- 
manders of my four divisions. 



Act III — Scene II — In Gen. Johnston's head- 
quarters. 

Gen. Johnston [reading despatch from Gen. 
Pemberton] — Unless the siege of 
Vicksburg is raised or supplies are 
thrown in, it will become neces- 
sary very shortly to evacuate the 
place. I see no prospect of the 
former, and there are many great, 
if not insuperable obstacles in the 
way of the latter. You are there- 
fore requested to inform me, with 
as little delay as possible, as to the 
condition of your troops and their 

ability to make the marches and 
undergo the fatigues necessary to 

accomplish a successful evacuation. 

[Letter from Gen. Pemberton]. I 

have issued this order to each of 

my four division commanders. All 

seem to think an evacuation would 

be a failure. I would suggest that 

you try to make negotiations w^ith 

Gen. Grant for a release of the 

garrison with their arms. 



Gen. Johnston [writing] — Take this reply to 
Gen. Pemberton. 

Act HI — Scene III — At General Grant's Head- 
quarters. 

Picket Soldier [entering] — We took this des- 
patch from a Confederate soldier 
on his way from Gen. Johnston to 
Gen. Pemberton. 

Gen. Grant (to other officers after reading 
despatch) — Gen. Johnston intends 
to make an attack upon us in order 
to relieve the garrison and help in 
an evacuation plan. I also under- 
stand that Gen. Pemberton intends 
to escape by water. He is building 
boats for that purpose. We must 
keep a closer guard, although I 
think there is no danger of his try- 
ing to escape. 

Act 111 — Scene IV — Gen. Pemberton's head- 
quarters. 

Gen. Pemberton [to Gen. Bowen and Col. 
Montgomery] — There is nothing to 
be done. Order the white flags 



hoisted and see that all firing is 
ceased. Take this letter to Gen. 
Grant. 

Act III — Scene V — Among Grant's Army. 

Soldier — Look ! Look ! See the white flags 
floating over the city. What is the 
meaning of that ? 

Gen. Grant — It means that the fighting has 
ceased. See the two figures ap- 
proaching from the fort carrying a 
white flag. 

Soldier [bringing message from Gen. Bowen 
and Colonel Montgomery]. 

Gen. Grant [reading]. 

I have the honor to propose an 
armistice for 1 2 hours, with the 
view to arranging terms for the 
capitulation of Vicksburg. To this 
end, if agreeable to you, I will ap- 
point three commissioners to meet 
a like number to be named by 
yourself, at such place and hour 
to-day as you may find convenient. 
1 make this proposition to save the 



J 



further effusion of blood, which 
must otherwise be shed to a fright- 
ful extent, feeling myself fully able 
to maintain my position for a yet 
indefinite period. This communi- 
cation will be handed you under 
a flag of truce by Major-General 
John S. Bowen. 

Gen. Smith — Gen. Bowen wishes you to 
meet Gen. Pemberton. 

Gen. Grant — Say that if Gen. Pemberton wish- 
es it, I will meet him in front of 
McPherson's corps at three o'clock 
this afternoon. [After writing] — 
Deliver this reply to Gen. Bowen 
for Gen. Pemberton. 

Act III — Scene VI — Gen. Pemberton's Head- 
quarters. 

Gen. Bowen [entering] — Here is the reply from 
Gen. Grant. He will meet you in 
front of McPherson's corps at three 
o'clock this afternoon. 

Gen. Pemberton [reading] — 

Your note of this date is just re- 



celved, proposing an armistice for 
twelve hours for the purpose of 
arranging terms of capitulation 
through commissioners to be ap- 
pointed, etc. The useless effusion 
of blood you propose stopping by 
this course can be ended at any 
time you may choose by the un- 
conditional surrender of the city 
and garrison. Men who have 
shown so much endurance and 
courage as those now^ in Vicks- 
burg, will always challenge the 
respect of an adversary, and I can 
assure you will be treated with all 
the respect due to prisoners of 
war. I do not favor the proposi- 
tion of appointing commissioners 
to arrange the terms of capitula- 
tion, because I have no terms other 
than those indicated above." 

Act IV — President Lincoln's Cabinet Room. 

President [reading] — Here is a dispatch of 
great importance from Gen. Grant. 
" The enemy surrendered this 



morning. The only terms allowed 
is their parole as prisoners of war. 
This I regard as a great advantage 
to us at this moment. It saves, 
probably, several days in the cap- 
ture, and leaves troops and trans- 
ports ready for immediate service. 
Sherman, w^ith a large force, moves 
immediately on Johnston to drive 
him from the State. I will send 
troops to the relief of Banks and 
return the 9th Army Corps to 
Burnside.** 

Member of Cabinet — That means much for 
the Union cause. Let us hope for 
still more success. 

Act V — Surrender of Lee at Appomattox. 

Characters — Gen. Grant — His staff. Gen. Lee 
— Some of his staff. 

Gen. Lee [shaking hands with Gen. Grant] — I 
remember seeing you in the Mex- 
ican War. 

Gen. Grant — I remember you very well, but 
I hardly expected you would re- 
member me. 



Gen. Lee — We might as well proceed to the 
object of our meeting. I have 
asked for this interview for the 
purpose of getting from you the 
terms you propose to give my 
army. 

Gen. Grant — I mean that your army shall lay 
down their arms, not to take them 
up again during the continuance of 
the war, unless duly and properly 
exchanged. 

Gen. Lee — I so understood your letter. I 
suggest that you write out the 
terms that you propose giving my 
army. 

Gen. Grant [calling to Gen. Parker] — General, 
kindly get me some writing mate- 
rials. 

Gen. Grant, after writing for awhile, hands 
this note to Gen. Lee. 

Appomatox C. H., Va., 

Apr. 9th, 1865. 
Gen. R. E. Lee, 

Comd'g C. S. A. 
Gen. — In accordance with the substance of 



my letter to you of the 8th inst., I propose to 
receive the surrender of the Army of N. Va. 
on the following terms, to wit : Rolls of all the 
officers and men to be made in duplicate. 
One copy to be given to an officer designated 
by me, the other to be retained by such officer 
or officers as you' designate. The officers to 
give their individual paroles not to take up 
arms against the Government of the United 
States until properly exchanged, and each 
company or regimental commander to sign a 
like parole for the men of his command. The 
arms, artillery and public property to be 
packed and stacked and turned over to the 
officer appointed by me to receive them. This 
will not embrace the side arms of the officers, 
nor their private horses or baggage. This 
done, each officer and man will be allowed to 
return to his home, not to be disturbed by 
United States authority so long as they observe 
their paroles and the laws in force where they 
may reside. 

Very respectfully, 

U. S. Grant, 

Lt. Gen. 



Gen. Lee [after reading] — That part of the 
terms about side arms, horses and 
private property of the officers will 
no doubt have a happy effect upon 
my army. 

Gen. Grant — I sincerely hope that this is about 
the last battle of the war. Most 
of the men I take it are farmers. 
They will no doubt need their own 
horses for the next plowing. The 
United States does not want them, 
and I will instruct all my officers 
in charge of the paroles to let 
every man of the Confederate 
Army who claims a horse or a 
mule take it home with him. 

Gen. Lee — That, too, will have a happy effect 

on my men. 
Gen. Lee, writing the following, gives it to 

Gen. Grant : 

Headquarters Army of Northern Virginia, 

April 9, 1865. 
General : — I received your letter of this date 
containing the terms of the surrender of the 



Army of Northern Virginia as proposed by 
you. As they are substantially the same as 
those expressed in your letter of the 8th inst., 
they are accepted. I will proceed to carry 
the stipulations into effect. 

R. E. Lee, General. 
Lieut.-General U. S. Grant. 

Gen. Lee — My army is in a very bad condition 
for want of food. The men have 
been living for some days on 
parched corn. I am afraid I will 
have to ask you for rations and 
forage. 

Gen. Grant — Certainly. How^ many men 

want rations? 
Gen. Lee — About twenty-five thousand. 

Gen. Grant — Send a commissary and quarter- 
master to Appomattox Station and 
get all the provisions wanted from 
one of the trains we stopped. 
Generals Gibbon, Griffin and 
Merritt will carry the parole into 
effect. 

Gen. Lee — I will leave Generals Longstreet, 



Gordon and Pendleton with whom 
to confer. [Ebcit.] 

Gen. Grant [writing]. 

Headquarters Appomattox C. H. Va. 

April 9th, 1865,4.30 P.M. 

Hon. E. M. Stanton, Sec. of War, 

Washington. 
General Lee surrendered the Army of 
Northern Virginia this afternoon on terms 
proposed by myself. The accompanying ad- 
ditional correspondence will show the condi- 
tions fully. 

U. S. Grant, 

Lieut.-General. 

Gen. Grant [to aide] — Send this dispatch at 
once. 

Gen. Grant — I shall start at once for Washing- 
ton to put a stop to the purchase 
of supplies and any other now 
useless outlay of money. I sin- 
cerely hope this surrender will 
mean the end of this terrible 
struggle. 



LB4p'15 



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